Background: Children with syntactic impairment associated with autism spectrum disorder and developmental language disorder benefit from speech and language therapy intervention. Despite that, few studies focus on the clinical practice of the speech and language therapist (SLT). Aim: The aim of the study is to explore the clinical practice of SLTs with preschool-age children with syntactic impairment. Methods & Procedures: A cross-sectional survey was carried out in Portugal, using a questionnaire designed specifically for this study. The survey is composed of 109 questions divided into eight sections. A total of 357 participants responded, representing 10% of the total population of SLTs in Portugal. Outcomes & Results: Considering the academic background, 46% of SLTs held a master's degree and only 19% attended complementary training in syntax. Regarding professional experience, 92% of SLTs work with preschool-age children with syntactic impairment. Between 89% and 91% of the SLTs report that they have never used any specific program, method or approach for syntactic intervention. Over 40% of SLTs report not feeling confident in assessing syntactic skills, while 43% report not feeling confident in intervening. Between 92% and 98% of SLTs report the need to obtain more academic knowledge and practical training. Conclusions & Implications: In Portugal, there seems to be a lack of scientific evidence regarding the procedures used in the clinical practice of SLTs in preschool-age children with syntactic impairment. This fact may relate to the need felt by SLTs for more academic and practical training. The current findings highlight the need to address training in syntactic disorder within graduate and postgraduate programs.