Dynamic assessment (DA) is a generic term for a variety of procedures that embed intervention within the assessment itself. Typically administered in pretest-intervention-posttest format, DA procedures provide information about the response and responsiveness of the individual to intervention and generate ideas and evidence about potentially successful interventions. The desire for and some beginning operationalizations of this approach can be traced further back to the beginning of the 20th century. DA--as a theory, model, or approach--is no longer the "new kid on the block." There are now hundreds of studies and related publications, as well as a plethora of DA procedures. Some of these are closely related to the work of the early pioneers, others quite divergent. Such growth and increased presence would seem to suggest strong interest in and use of DA procedures. Curiously, this can only be said to be true to a limited extent, with more evidence of interest than use, at least as documented by surveys in the United States and U.K. Although DA was born and has developed primarily within the domain of psychology (not necessarily school psychology), widespread adoption of DA practice by psychologists in the United States and U.K. is not evident. One might think, in a time dominated by response to intervention (RTI), that school psychologists would be flocking to opportunities to learn about and to use DA techniques. However, with the noted exceptions of Fuchs and colleagues (2007) and Grigorenko (2009), DA and its obvious overlap with and potential relationship to RTI has been virtually ignored. This article discusses why DA is not more widely adopted, what needs to change and what can be done.