School psychologists' transition to early career has been described as the most critical juncture in the professional lifespan, as this is a time in which they are "establishing a clearer sense of professional identity, gaining independence in their practice, overcoming disillusionment with their preparation/training, and exploring their professional roles." This occurs while shifting away from highly structured, competency-focused graduate education and fieldwork programming. Although graduate-level training in school psychology is intended to prepare for entry-level independent practice, early career school psychologists (ECSPs) are likely to encounter novel expectations and situations unaddressed by their training. Atop these challenges are professional needs and demands specific to the early career period, such as those related to credentialing and job searching. The authors are familiar with common early career challenges, having experienced them or currently navigating themselves. They recognize, too, the critical importance of stress management and self-care at every stage in the school psychologist's professional lifespan; yet, they consider these skills as being particularly instrumental and protective for ECSPs, given the stressors associated with the early career period as well as the potential for habits, routines, and boundaries established in this period to set the stage for an ECSP's career. In this article, the authors consider common early career challenges in the context of barriers to and facilitators of effective stress management and self-care.