Background, purpose. Many children are currently living in poverty and are suffering from the effects of poverty. School psychologists are in a position to assist these children and families. The purpose of this study is to determine what factors relate to school psychologists’ comfort working with poverty and to assess the need for training institutions to incorporate or further develop this type of preparation into their programs. Materials, method. All school psychologists in a Midwestern state were mailed a survey asking for information regarding demographics and practitioner related information. 144 useable surveys were returned and analyzed to answer the research questions. Results, conclusion. The highest predictors of comfort working with poverty are years of experience working with poverty and time spent working with poverty. Although it is important for training programs’ multicultural courses to address the culture of poverty, it is essential that school psychologists in training be given exposure and opportunities to work directly with children and families living in poverty.