The majority of graduate programs in communication sciences and disorders train generalists who may not be prepared for the unique demands of employment in the schools (e.g., curriculum-based assessments, classroom-based interventions, collaborative consultation) because the complexities of caseloads and the roles and responsibilities of school-based speech-language pathologists have expanded significantly in the past decade. School districts that do not have an ASHA-certified speech-language pathologist on staff cannot offer the required supervision to graduates who need to complete a supervised clinical fellowship year. Emergency certificates, waivers, and some state teacher requirements result in the hiring of inadequately trained personnel who are not equipped to handle the complex caseloads and expanded job responsibilities of school-based speech-language pathologists. The recruitment and retention of qualified speech-language pathologists is thwarted by rising demands, challenging workplace conditions (e.g., caseloads, paperwork, salaries), lack of reciprocity in certifications, and competing workplace options. The critical shortage of culturally and linguistically diverse speech-language pathologists, graduate students, and faculty has implications for curricula, clinical training, and research, as well as skills and knowledge of practitioners.