Counseling is highly valued by school psychology faculty and practitioners but represents a small area of concentration within many graduate training programs, often comprised only of two or three survey courses without a supervised practicum experience. This multiple baseline, across subjects, study involving nine school psychology trainees suggests that more attention to the potential of self-instruction modules may provide some direction to address the challenge. Results, consistent with two earlier investigations involving special education teachers and school psychology trainees, indicated positive change in relationship building skills, problem solving skills, and overall performance with all content delivered outside of the typical classroom didactic setting. (Contains 3 figures and 1 table.)