Previous research has indicated the benefits of language sample analysis (LSA) as well as significant limitations to wide-scale, standardized implementation. The purpose of this project was to advance this line of inquiry by documenting how school-based speech-language pathologists' (SLPs) perception and use of one computerized LSA program was affected by an 8-month training program. In this descriptive qualitative study, participants completed rating scales before and after training. Data were triangulated with semi-structured interviews and field notes. A content analysis approach was used to develop codes, subthemes, and themes from interviews. Speech-language pathologists preferred their familiar protocols, though their perceptions of computerized LSA shifted by the end of the training. Ultimately, SLPs viewed the depth of information gained from LSA as a benefit for supporting their diagnostic decisions and communicating with the educational team. The primary implementation barrier was time. Results inform features to consider for future training programs.