<p>Without adequate supports, students placed in alternative education settings (AES) face barriers that place them at risk of marginalization and inequitable outcomes. School psychologists have specialized training in both mental health and education that can help facilitate positive outcomes for students in these settings. However, little is known about the job roles and responsibilities they typically engage in within AES or the training experiences that support their work efforts. The current study interviewed nine school psychologists working in AES, including juvenile justice settings, therapeutic schools, and mental health facilities, to gain a deeper understanding of their work and training experiences. Results of reflexive thematic analysis highlight that participants generally engaged in higher levels of clinical and behavioral intervention, fewer overall but more comprehensive assessments, a high degree of behavioral consultation, advocacy at systems and individual levels, as well as administrative work related to the special education process. Results also highlight that participants felt generally prepared by their graduate programs, but desired more counseling and clinical training. In addition, they felt fieldwork and on-the-job training were crucial to effective practice in their unique settings. These findings have implications for how school psychologists can expect to engage in job practice activities within alternative settings, as well as implications for how graduate training programs might seek to provide targeted opportunities for trainees whose career goals include alternative settings.</p>