This paper considers the complexity inherent when providing agency contracted school-based psychotherapy, in particular, psychoanalytic psychotherapy in predominantly general education public schools. General historical background of school-based treatment is noted, but the author's focus is on these services in the San Francisco Bay Area. The author's methods for constituting contractual school-based psychotherapy training programs are elaborated. Considered an integral part of training interns for this type of work, the author introduces a School Analysis method that attempts to capture the psychodynamics of the entire school culture in which the practioner is about to enter. The adequacy of school-based psychoanalytically oriented treatment and the effects of the school setting on the integrity of psychotherapeutic efforts are also discussed. Recommendations for effective contracted school-based psychoanalytic psychotherapy are included.