Special education laws set clear and stringent deadlines for school psychologists to complete eligibility or reevaluation assessments that are valid and comprehensive. Prior to the COVID-19 pandemic, these assessments primarily took place face-to-face and aligned with standardized assessment practices. School closures and virtual learning environments posed a challenge for school psychologists as they considered how to meet legal responsibilities, ethical obligations, and maintain the validity of the assessments. Guidelines for conducting psychoeducational assessments are being written at the same time school psychologists are implementing them in the field. This article summarizes the available guidelines for assessment in a virtual environment and discusses the implications for current and future school psychology practice.