Sharolyn Pollard-Durodola (Early Childhood, Multilingual, and Special Education) and Gloria Miller of the University of Denver recently published an article on Student Interns and Their Field Supervisors’ Perceptions of a School Psychology Training Program to Support Emergent Bilinguals in the International Journal of School and Educational Psychology. School psychologists are increasingly placed in advocacy roles to support a growing diverse population of emergent bilinguals (EBs). The training practices of school psychology programs that prepare students to engage with EBs and their families are largely unknown. The purpose of this study was to better understand the perceptions of graduate school psychology student interns and their respective field supervisors around a school psychology program that incorporated experiences and content to prepare students to respond to the multi-dimensional needs (academic, socio-emotional, assessment) of EB PK-12 students. Findings indicated that students benefited from the pre-service school psychology training, but the internship experience included challenges that suggested gaps in students’ preparation. These findings are reminiscent of 35 years of investigations and outcomes about school psychology trainings to support culturally and linguistically diverse students. Practical implications include requiring more comprehensive and diverse experiences that are contextualized within a social justice and critical race framework.