This paper considers the functioning of one educational psychology service (EPS) at a particularly troubled point in its existence. A focus on a review of the service and resultant pilot of a new model of service delivery will lead to consideration of how and why this process took place. Implications for the service in particular and the profession in general will be explored, and it will be argued that what was a potentially undermining and stressful period, may have been an opportunity to re-examine what educational psychology has to offer.