The role of the school psychologist can vary greatly from one school psychologist to another based on a myriad of factors. While there are many broad guidelines for the role of the school psychologist, given their uniqueness within the school team, there remain areas that lack clarity especially regarding roles in the discipline process. The aim of this study was to gain a better understanding of school psychologists' perceptions regarding expulsion so as to help enhance the role they may play in the future. Data was collected via a survey that focused on four dependent variables: agreement with expulsion, involvement in the process, competence in best practice, and influence of race. Data was also collected on independent variables: level of education, years of experience, age group served, and work experience in alternative settings. Findings indicated that the overwhelming majority of school psychologists surveyed felt that they should be more involved in the exclusionary discipline making process. Other key findings included a mismatch between perceived competence and training received, a recognition that race plays a major factor in expulsion, a higher likelihood of disagreement with expulsion when racial awareness is high, differences in agreement with expulsion given age group served, and experience in alternative settings leading school psychologists to believe they should be consulted more in matters of expulsion. These findings may have implications for the role of the school psychologist working in the area of discipline. [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.]