School psychologists spend a great deal of time translating assessment results into a psychoeducational report. The importance of creating reports that are both useful and understandable to the readers of the report while also being efficient for the school psychologist cannot be overstated. This study examines parent and teacher perceptions regarding the quality, understandability, and usefulness of school-based psychological reports. Results of the surveys indicate that both parents and teachers perceive psychological reports as focusing more on tests and test scores as opposed to information that helps to understand the child or assists with intervention development. Strategies for upgrading reports to better meet the needs of parent and teacher readers are discussed.