As public schools across the nation begin to implement the response to intervention (RTI) model of service delivery, school psychologists may find themselves in the difficult position of trying to balance the need to collaborate as part of a problem-solving team with their duty to uphold legal and ethical obligations surrounding informed consent and confidentiality. In this article, the authors seek to address three questions. First, how should school psychologists proceed as they attempt to perform this balancing act? Second, what are some of the potential legal and ethical guidelines available to steer school psychologists as they endeavor to balance the requirements of informed consent, confidentiality, RTI, and collaboration? Third, what guidelines can school psychologists follow in the event they are faced with ambiguity while attempting to balance their employment, legal, and ethical obligations? This article sought to illustrate the complexity of these issues using actual case examples and provide insight into the laws and ethics that may apply to such situations. In addition, a decision-making process was highlighted to help guide school psychologists through difficult cases.