paraphrase There is increasing recognition of the important role of school psychologists working in early childhood settings. A 2015 survey by the National Association of School Psychologists found that a sizable subset of school psychologists spends some worktime in early childhood settings, and many states include early childhood settings as part of their scope of practice. Yet, numerous school psychologists report acquiring early childhood knowledge and skills through on the job training, rather than graduate education. The current study examined 48 syllabi from 37 graduate programs to further understand the alignment between professional work expectations and graduate training for young children. Findings reveal that the type of content and depth of coverage pertaining to early childhood is highly variable and often focuses on early childhood assessment or developmental foundations. School psychologists working in early childhood settings may be able to better support young children if provided additional education and training. Implications include further consideration of the alignment between credentialing, training, and practice. (PsycInfo Database Record (c) 2022 APA, all rights reserved)