Relational aggression is a relatively new, but growing issue in peer victimization research. School psychologists' relational aggression knowledge and application skills were investigated utilizing an anonymous web-based questionnaire format. A sample of 92 participants completed 30 true/false knowledge questions and 3 vignettes requiring the recognition of relationally aggressive situations and selecting beneficial interventions. Statistically insignificant results were found for developmental level of served population, CPE opportunities, degree level, and knowledge's impact on application. Reading websites about relational aggression significantly predicted knowledge scores. Omitting the outlier, findings revealed a statistically significant relationship between relational aggression experience and knowledge. Contrary to predictions, less professional experience significantly impacted recognition. Limitations include sample size, distribution methods, and questionnaire qualities. Recommendations are offered for future research.