In accordance with the National Association of School Psychologists (NASP) Practice Model (NASP, 2020), school psychologists must have knowledge of professional identity, advocate for professional roles, and engage in lifelong learning and professional growth. Knowledge of potential career paths in academia can help school psychologists broaden both their understanding of the profession and potentially build an alternate career path vision. This is especially important because there are predicted faculty openings and data to suggest that an increasing number of openings are left unfilled each year (Castillo et al., 2014; Clopton & Haselhuhn, 2009). Practitioners possess a vital skill set and experience base for training and are an important human resource for addressing the current and predicted faculty shortages. This purpose of this article is to share the academic career pathway of four different school psychology practitioners. Themes from their pathways will be discussed to illustrate how school psychologists can prepare and market themselves when considering the switch to academia. Tips will be provided for how to (a) find a university that is the right fit, (b) stay competitive for an academic role while working full-time as a school psychologist, and (c) translate an extensive set of practical strategies and knowledge from school-based experiences into effective instruction and training for graduate students.