The Coronavirus 2019 (COVID-19) caused a significant crisis for the educational system and its students worldwide. School psychologists were among the many professionals who adapted their work to meet the needs of schools and students during the pandemic. This study aimed to gain a deeper understanding of school psychologists’ experiences regarding the changes and adaptations in their practices during COVID-19 and evaluate their perceptions of the challenges and benefits associated with these changes. Another goal was to investigate their thoughts on what should be preserved, modified, or improved in the field. Twenty school psychologists working in schools across Canada were interviewed online using a modified version of the semi-structured interview developed by Reupert et al. (2022b). Interviews were transcribed and analyzed using reflexive thematic analysis. Six themes were identified, including (a) disruptions and challenges in services, (b) making it work - adapting one’s work, (c) coping with change - influences of work support & personal strategies, (d) effects of the COVID-19 pandemic on students, (e) school psychology work post-COVID-19, and (f) lessons learned and recommendations for future pandemics. This study aims to be of educational and practical significance to school psychologists. It is critical that we learn from this challenging period imposed by the COVID-19 crisis and identify what should be preserved or modified in Canadian school psychologists' practice post-pandemic.