Workforce shortages in school psychology have been a persistent problem since the field's inception. To inform targeted recruitment efforts, the present study aimed to identify factors that contributed to current graduate students' decisions to pursue a career in the field. Participants were 356 student members of the National Association of School Psychologists (NASP) who completed a survey comprised of demographic items and three scales. The scales measured (a) the importance of various informational resources for learning about school psychology, (b) factors influencing their decision to pursue a degree in school psychology, and (c) factors contributing to their excitement about the field. Results indicated that participants typically learned about school psychology through more informal encounters (e.g., conversations with faculty and Internet searches) rather than through structured or formal learning experiences (e.g., coursework, presentations, and internships). Students were most excited about the broad prospect of working with children and families in schools. Fewer than half of respondents enrolled directly after completing an undergraduate degree. Implications and recommendations for developing optimally effective recruitment strategies are discussed.