With the rise of new federal initiatives, school districts are responsible for supporting students' academic and social-emotional needs through implementing system-level services. School administrators are under pressure to integrate these initiatives into schools, and school psychologists have been identified to support this work. School psychologists have also been encouraged to advocate for role expansion and to include both individual and system-level services by the National Association of School Psychologists. The comprehensive school psychological service delivery model was updated in 2020 to reflect the organizational impact on school psychological services. The purpose of this study, guided by the diffusion of innovation theory, was to explore the perceptions of school psychologists and school administrators in relation to the school psychological service delivery model. This research focused on the relevance and feasibility of the model, as well as factors that facilitate or act as barriers to fully utilize the model in schools. A qualitative descriptive case study was used to gather data through interviews with eight school administrators and eight school psychologists in Oregon. The results of this study demonstrated school psychologists and administrators recognized the model as an ideal framework and expressed a desire for more comprehensive school psychological services. Implementation facilitators included system-level support, involvement of stakeholders, and access to resources; barriers included system-level structures, lack of time, and a narrow role definition. With appropriate funding, resources, and support, school psychologists and administrators can work together to meet all students' academic and social-emotional needs, as outlined by the model and the federal initiatives. Future researchers should examine how other stakeholders perceive the model and what actions need to be taken to explore the challenges that funding distribution can place on school districts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]