Three WISC-III protocols and a questionnaire were sent to individuals representative of varying levels and fields of education and who held different professional positions for scoring. Data analyses of the 126 sets of protocols revealed that the Comprehension, Vocabulary, and Similarities subtests were scored incorrectly most often. Analyses also indicated that level of education was not related to scoring errors, nor was field of education, nor current professional position. There was a significant negative relationship between the number of WISC-III's administered and scoring errors with those respondents who had administered more than 100 WISC-III's having fewer errors than those who had administered 10 or less. Elizabeth "Betty" Brazelton was a member of the faculty of Auburn University from 1989 until her death in 2002. Her final appointment was in the Department of Counseling and Counseling Psychology in the College of Education. This article represents two themes that permeated Betty's professional life as a school psychologist. First, as a researcher she was always a collaborator, frequently with colleagues, students and practitioners. She thrived in the social context of applied research. The second theme is exemplified by the central tenet of this article-that children deserve the highest quality services. Betty was a champion of all children and passed on that perspective to the many graduate students that she mentored into the profession. Her legacy will be sustained in all those who have been touched by her. (Contains 3 tables.)