This study examines prospective psychologists’ personal theories on the role of the school psychologist. Fifty psychology students described, with the use of metaphors, their perceptions, expectations and feelings about the role of the school psychologist. It was found that the majority of students attribute the role of leader to the school psychologist in relation to school personnel. As far as expectations of this role are concerned, both school psychologists and school community members emphasize prevention, the treatment of children’s problems and the facilitation of teachers’ tasks. The conditions under which the role of the school psychologist is exercised change continuously, giving rise to a variety of feelings and concerns in students. This study contributes to the clarification and expansion of the school psychologists’ professional identity. It also provides information and data to both psychologists and teacher educators towards the construction of training programmes, and enhances the co-operation between these two groups of practitioners in their common area of practice, the school.
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