Complex aspects of social emotional and behavioral (SEB) concerns have created challenges for school psychologists to support appropriate instructional and intervention approaches for these students. Past research highlights the need for high-quality prevention and intervention for students with SEB concerns to combat shockingly poor outcomes, including poor school attendance, increased discipline and school drop-out rates, lower rates of academic progress, and increased likelihood of future mental health and behavioral concerns (Cannon et al., 2013; NCES, 2018, 2021; Wagner et al., 2005). School psychologists are well-trained in evidence-based service delivery, and have knowledge and skills needed to support students via their involvement in proactive system-wide prevention, supplemental interventions, and individualized educational supports including special education (NASP, 2020; Merrell et al., 2011). The purpose of this study was to develop a survey that measures school psychologists’ solution-seeking practices for students with SEB concerns and to explore initial validity evidence of test content (expert panel, item sorting) and internal structure (confirmatory factor analysis and hierarchical cluster analysis). Responses from a sample of practicing school psychologists (N = 154) supported a four-factor structure for the survey (Tier 1 Universal; Tier 2 Pre-Referral; Tier 3 Special Education Problem Analysis; Tier 3 Special Education Intervention). Additional research questions explored how characteristics including highest degree, SEB caseload, and years in practice impact practice via multiple regression, with results demonstrating that caseload predicted the extent to which school psychologists participate in solution-seeking practices across the tiers.