This national study proposed to measure the job satisfaction of full-time public school psychologists and to explore the relationship with intern supervision during the spring semester of the 2004-2005 school year. Five hundred randomly selected school psychologists were asked to complete and return a data form and a modified version of the Minnesota Satisfaction Questionnaire (MMSQ). The data form was designed to provide the examiner with demographic information as well as information on estimated role function, number of interns supervised in the past, factors that may have prevented them from supervising interns, and open-ended questions regarding aspects of job satisfaction and the perceived impact of supervising interns on job satisfaction. With a 63% response rate, the job satisfaction results of the current study are generally consistent with previous investigations. Eighty-nine percent of school psychologists who participated in this study reported being very satisfied or satisfied with their jobs. Of the 20 facets of job satisfaction, social service and moral values were rated the highest, indicating the greatest influence on job satisfaction, while school system policies and procedures was the lowest rated facet. Qualitatively, most school psychologists reported that being of service to others is the most desirable aspect of their jobs. General satisfaction on the MMSQ was related to the socioeconomic status of the school district, degree of control over daily activities, experience with supervising interns, and level of job satisfaction indicated on the data form. The latter was the only predictor of overall job satisfaction on the MMSQ. In regard to role function, there wasno statistical difference between time spent engaged in assessment, consultation, counseling, research, clerical duties, and administrative duties when working with or without a school psychologist intern.