The aim of this study was to examine the roles and training of bilingual school psychologists (BSPs) across the Denver Metro Area as there is no clear consensus of role descriptions and how roles are carried out across districts and states. This qualitative study looked at interviews of seven participants to better understand their experiences of practicing as a bilingual school psychologist within the Denver Metro Area. Through the semi-structured interviews, four themes emerged from the data including Assessment as a Primary Role, Ambiguous Roles of BSPs, Specialized Training, and Job Satisfaction. Participant responses were commensurate with the literature, stating that assessment is both the most researched area and most practiced area of bilingual school psychology. Many BSPs indicated a lack of a job description for their role, resulting in various responsibilities across participants. Inconsistencies were also evident across training and credentialing, warranting the need for a framework for the provision of bilingual school psychology services to ensure consistency in practice and credentialing. Benefits of the field of bilingual school psychology included job security, independence, and the lack of a language barrier to work with students and families. A network of bilingual mental health professionals was deemed as a very useful resource for the field and this should be built upon both locally and nation-wide. Future research examining the roles and training of BSPs nation-wide is warranted as it may vary by geographic location. [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.]