The purpose of this study was to examine school psychologists' competency, knowledge and use of evidence-based progress monitoring measures in school-based counseling as well as identify gaps in training and professional development. One hundred practicing school psychologists completed a self-administered Internet questionnaire. Participants in this study included school psychologists at the elementary, middle and high school levels from private and public-school districts across the United States. A general information questionnaire was administered to all participants to assess general demographic information pertaining to their professional experience as well as their counseling practices. In order to facilitate survey development, a pilot study was conducted initially with a small group, consisting of eleven participants. In addition to the pilot survey, a Pilot Survey Questionnaire was generated for the participants to complete after the survey in order to provide them with an opportunity to offer comments or suggestions. Participants were recruited through the Facebook groups Said No School Psychologist Ever (SNSPE) and School Psych to School Psych (SPTSP) by generating a post providing details for the study. Results revealed a high percentage of school psychologists reported not having knowledge of evidence-based progress monitoring tools. In addition, a high percentage of school psychologists noted lack of training as a barrier to implementing evidence-based progress monitoring when providing school counseling services. Implications for school psychology and suggestions for future research are discussed. [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.]