As a university-based supervisor (UBS) for school psychology interns, one of the highlights of the author's job is seeing students complete their capstone training experiences and move on to become credentialed, practicing school psychologists. This requires that students demonstrate competence, or the academic, assessment, clinical, ethical, and interpersonal skills that yield a "complete picture of professional behavior" (Cruise & Swerdlik, 2010, p. 131). Competency-based training, supervision, and evaluation are now the standard across health service psychology, including school psychology (APA, 2015; Falender & Shafranske, 2004), and it takes a coordinated effort by both university faculty and supervisors in the field to build effective school psychologists. The vast majority of the time, attaining competence is a relatively smooth process; every student has his or her own challenges, but most take them in stride and utilize supervision to grow and improve. However, the exceptions to that rule reflect what is known as problems of professional competence (PPC), or "performance or behavior [that] does not meet professional and ethical standards" (Jacob et al., 2011, p. 177). PPC is relatively rare--some research has indicated that only 4-10% of psychologists in training exhibit such levels of difficulty (Veilleux, January, VanderVeen, Reddy, & Klonoff , 2012)--but addressing it can be extremely time-consuming and stressful for supervisors. When such issues arise for school psychology trainees completing field experiences, close collaboration between field- and university-based supervisors is required to remediate difficulties. This article will share some strategies that the author has found to be helpful while working with field supervisors to support school psychologists in training.