Developmental language disorder (DLD) and dyslexia are common but under-identified conditions that affect children's ability to read and comprehend text. Universal screening is a promising solution for improving under-identification of DLD and dyslexia; however, we lack evidence for how to effectively implement and sustain screening procedures in schools. In the current study, we solicited input from educators in the United States around perceived barriers and facilitators to the implementation of researcher-developed screeners for DLD and dyslexia. Using thematic analysis, we identified barriers and facilitators within five domains: (1) features of the screeners, (2) preparation for screening procedures, (3) administration of the screeners, (4) demands on users and (5) screening results. We discuss these findings and ways we can continue improving our efforts to maximise the contextual fit and utility of screening practices in schools.