Exploratory studies in the area of job satisfaction for school psychologists have pointed to a number of variables that predict job satisfaction, but research has not yet attempted to test a model of job satisfaction consistent with theory and previous research. The presented study developed and tested a theoretical model of the influences on job satisfaction for North Carolina school psychology practitioners. Effects of boundary role activities and role diversity, activities that extend beyond the traditional role of psychodiagnostician, were of particular interest. North Carolina school psychologists were surveyed by mail. Data collection addressed personal variables (e.g., age, current degree status, and years of experience), static system variables (e.g., urban vs. rural communities, student—to—psychologist ratio, salary per month, and characteristics of supervision), fluid system variables (e.g., opportunity to engage in boundary role activities and role diversity) and job satisfaction measured by the modified Minnesota Satisfaction Questionnaire (MMSQ). Two hundred and sixty-two of the 463 North Carolina school psychologists surveyed reported their primary role designation as practitioner and were included in the initial path analyses. Boundary role activities had a direct effect on job satisfaction, and characteristics of supervision had a smaller direct effect. Role diversity influenced boundary role activities which in turn affected job satisfaction. After reviewing demographic data, delivery models used in North Carolina, job titles, and job descriptions, the sample was redefined and Charlotte/Mecklenburg Student Services Specialists were excluded. Path analyses conducted on the redefined sample found direct effects for boundary role activities and salary per month with smaller direct effects for characteristics of supervision and role diversity. Indirect effects were also found for urban vs. rural communities and role diversity. / Ed. D.