Educators including school psychologists must negotiate the differing demands of legal mandates and recent educational initiatives that impact their practice and school climate in order to maintain positive effects for students and other school personnel. The No Child Left Behind (NCLB) Act of 2001, the Individuals with Disabilities Education Act, and the emerging Response to Intervention initiative impact school functions, goals, and climate in both positive and negative ways. These mandates and practices are somewhat at odds with each other and as related to the traditional professional work of school psychologists. This article evaluates the factors inherent in or flowing from these mandates (particularly the NCLB annual yearly progress requirement) and initiatives as they impact school climate in general but with a focus on school psychologists, particularly. Ethical dimensions that emerge from the differing mandates also play a role in positive school climate and will be part of the discussion. Lastly, a fit for school psychologists that bridges some of the dissonant areas is described. (Contains 5 figures.)