For some educators, being an integral part of a school community happens naturally. School psychologists, however, often are inhibited by the "visitor syndrome," whereby they walk into a building, sign in the visitor register, and immediately seek the help of an administrative assistant or custodian to help them find a place to land. This is especially true for the school psychologists who service multiple schools on their caseload. Recent changes, however, have prompted them to become less of a visitor and more of a leader in their schools. The evolution of social media (24-hour news channels, MySpace, Facebook, Twitter, etc.), the policy changes associated with NCLB and IDEA 2004, and the budget crisis have propelled schools to do more with less, and school psychologists are a part of that equation. Integrating oneself into the learning centers/school systems can be challenging, and becoming a leader in the system requires preparation and effort. First, it is important to know oneself and one's skill set. School psychologists know data, they know children, and they know about problem solving; but it is equally important to understand what is happening both inside and outside the walls of the classroom. Strengthening one's knowledge set beyond the realm of the typical school psychology role is an important step in leadership in education. The author advises school psychologists to learn more about current instructional practices and the curriculum so that they speak the same language as teachers. This will likely help in the areas of assessment and consultation as well. In this article, the author describes how school psychologists can build relationships in the schools by building mutual respect and trust, fostering effective collaboration, and increasing communication and visibility.