The expectations of three groups--school superintendents, school psychologists, and school psychologist trainers--for the Virginia school psychologist's job performances, professional participations, and personal attributes were surveyed by means of a mailed opinionnaire. The degree of intrapositional and interpositional consensus was determined, as was the perceived importance of the school psychologist's generalized functions and the relative frequency of performance of each function. Certain demographic data were collected, and the effect of demographic variables on the expectations of role definers was investigated. The majority of the respondents held positive expectations for about two-thirds of the job performances of the school psychologist suggested by items of the opinionnaire. Most role definers held neutral to moderately positive expectations for the professional activities of the school psychologist, but held no strong preference regarding such personal attributes of the psychologist as age, sex, marital and parental status. The majority of respondents preferred that the school psychologist have training at least to the master's level, have training in education and psychology, and have completed a nine month internship. Higher levels of consensus within and between groups were found on expectations for the professional participations and personal attributes, than for the job performances of the school psychologist. The greatest agreement between role definers existed on items concerning the more traditional functions of the school psychologist, where positive expectations were almost universally expressed. The highest level of intrapositional consensus was found among school psychologist trainers; the lowest level among school psychologists themselves. The highest level of interpositional consensus existed between superintendents and trainers; the lowest level between superintendents and psychologists. Discordance between role definers resulted not so much from differences in opinion, as from differences in the intensity with which opinions were held. Although there was moderate disagreement between role definers regarding the relative importance of the school psychologist's functions generalized into ten major service areas, respondents appeared to agree as to whether the service area was most important, important, or least important. Most participants ranked diagnostic studies as the single most important functional area of the school psychologist. (School psychologist trainers, however, believed consultation with teachers a more important service area.) Findings support the assumption that school psychologists in Virginia are actually performing most frequently those functions the three role definer groups considered most important, and least frequently those functions that were considered least important. The effect of demographic variables on importance and frequency rankings was not found to be great. It was concluded that greater consensus regarding the role of the Virginia school psychologist exists today than in the past. Potential implications of the results of this study were discussed, and recommendations for further research offered. / Ed. D.