Private practice for a significant proportion of all psychologists is part-time, and the consequences of such a level of commitment needs to be studied in terms of its impact on the nature of service, as well as perceptions of the public concerning such part-time services. In private practice, the target is the child/student and his/her needs. This chapter presents some background, which needs attention when private practice is considered as an alternative setting for school psychologists. The argument that one should be able to do in the private sector independently what one has been certified to do in the public sector, fails to recognize this important premise of a credential that is setting-specific. Training for the independent practice of school psychology should be held to the professional model of practice which is conceptualized. Levy advocates the uncoupling of professional/occupational titles from training program titles, so that graduates will be eventually called by the titles for which their training qualifies them.