The article by Fantuzzo, McWayne, and Bulotsky (2003) describes a model for addressing the former U.S. Surgeon General's (USDHHS, 1999) priorities for improving mental health service delivery to the nation's children. The authors identify several elements that characterize their own work and that can guide the work of school psychologists and other child-oriented psychologists. The realization of a model with these elements presents challenges for researchers, practitioners, and those responsible for preparing future psychologists. The purpose of this commentary is to identify the challenges posed by attempts to develop prevention/intervention programming that is culture-specific, ecologically valid, and sustainable within natural settings, specifically schools. As Fantuzzo et al. (2003) suggest, critical elements of such programming include conceptualizing mental health within a public health perspective, appreciating the complexity of child development within an ecological context, and involving key socializing agents (i.e., natural helpers such as parents, teachers, community members) as partners in mental health promotion. (Contains 1 table.)