This study evaluated New Jersey school psychologists' knowledge, attitudes, skills, and practice related to school re-entry for children with cancer. In the United States in 2020, it was predicted that 11,050 children would be diagnosed with cancer before the age of 15 (American Cancer Society, 2020). Students with cancer will miss school for an extended period due to health issues, parent concerns regarding the school, and child concerns about peers (Boles, 2017; Harris, Walcott, Jefferson & McCammon, 2012). Survivorship rates are on the rise; thus, researchers anticipate an increase in reintegration to school (Harris, 2009). Reintegration is essential to a child's social, emotional, and academic well-being (Boles, 2017; Harris, 2009). Given a school psychologist's training and background, they would be an ideal person to coordinate care between the hospital, school, and family and facilitate re-entry (Mayer et al., 2005; Prevatt et al., 2000). New Jersey school psychologists completed a survey about their knowledge, practices, skills, and training related to school re-entry for students with cancer. Quantitative data included descriptive statistics, which were used to examine survey responses. Classical qualitative analyses were conducted for open ended items relating to barriers to engaging in activities related to school re-entry for students with cancer, and the impact of COVID-19 on practice related to re-entry for students with cancer. Most respondents indicated that their district does not have a protocol for school re-entry. School psychologists in New Jersey reported that they have not had formal training in this area and if they did have training, it was less than adequate. Similarly, respondents indicated that they have little knowledge and skills related to school re-entry. Despite their limited training, respondents indicated that they are interested in more training in this area. Many indicated that they agreed that school psychologists should facilitate the re-entry process and that they would feel comfortable doing so. Overall, these findings are consistent with previous literature that suggests that while school re-entry is a critical part of a treatment plan, many school psychologists and/or counselors do not have the training and/or access to a protocol to facilitate the process. This work provides evidence of school psychologists' lack of knowledge, skills, and training in this area but also highlights their interest in engaging in this work. The present study provides compelling evidence for the need for education, training, and a streamlined set of guidelines, for school psychologists. [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.]