The inclusion of students with learning disabilities in the general education setting has resulted in a dramatic shift in the roles of educators, school psychologists, and administrators alike. Although many changes were anticipated, some were not. The primary purpose of this study was to engage school psychologists in a focus group to explore their perspectives regarding how inclusion has changed their professional lives in ways they did not anticipate. Analyses of the data revealed three major categories of changes in the role of the practicing school psychologist: increased direct involvement in educational programming, new applications of consultation, and increased advocacy for children and parents. This study was also designed to investigate school psychologists' perspectives regarding the side-effects of inclusion on the lives of students with learning disabilities and their peers. As compared to side-effects associated with the role of the school psychologist, participants reported fewer side-effects associated with changes in the lives of students with learning disabilities and their peers. The results of this study are discussed within the context of the ever-evolving role of the school psychologist. (Contains 1 table.)