This chapter presents relevant definitional clarifications and informational background against which consider conceptual and logistical hurdles to the delivery of psychological services in urban schools. Urban schools are distinguished by a large number of characteristic features; some of the most important among these for service delivery are the following: requirements for implementation of legal mandates, volume of record-keeping, involvement of labor unions, outside contracting for service delivery, and funding burden for supportive services. Psychological consultation provided by school psychologists in urban schools may be a wide-ranging type of service delivery. In large urban schools the size of the potential student population to be served constitutes a major hurdle to service delivery. The hurdles of ignorance among decision makers of what school psychology is all about and the opposition of opponents of school-based service delivery, at least with regard to some types of services, are actively operational throughout the country.