School systems have been identified as a likely and necessary environment for students to receive and seek out mental health (MH) services. School psychologists are trained in MH, but due to legal obligations and other duties (i.e., special education evaluations), they are often not able to be a part of service delivery. The purpose of this study is to examine school psychologists' current involvement in providing MH supports and how they were able to engage in that role through a qualitative phenomenological approach to highlight their individual experiences. Nine participants (n = 9) from four states were interviewed. Using thematic analysis with a phenomenological lens, three themes and fourteen subthemes emerged to describe the barriers and facilitators of providing MH services, the benefits of MH services in schools, and the various needs participants noticed in their schools and communities.