Compassion fatigue refers to the negative consequences associated with working with traumatized individuals. When a crisis occurs, school psychologists are often the first to respond to the mental health needs of the children, often exposing them to the intimate details of the crisis and increasing risk for compassion fatigue. The aim of this study was to examine compassion fatigue in school psychologists following crisis intervention work. Data was collected via interviews with eight school psychologists to examine their crisis response-related experiences and the impact this work has on them. Analyses revealed five major themes including, Indications of Compassion Fatigue, Personal Factors, Professional Factors and Resources, Crisis Factors, and Benefits to Providing Crisis Intervention. Findings indicated that all eight participants experienced some level of compassion fatigue, with Secondary Traumatic Stress (STS) symptoms being the most prevalent in seven out of eight interviews. This study suggests that school psychologists are impacted by providing crisis intervention on some level. Additionally, most participants felt compassion satisfaction through their work, which can serve as a protective factor against compassion fatigue. Factors such as responding to many crises, responding to high severity crises, personal trauma history, and having other duties appeared to be connected to one's level of compassion fatigue. These findings have implications for school-based crisis intervention work and how school districts might support crisis interveners. [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.]