Established in 1969, the Society of Pediatric Psychology (SPP) has pursued as a part of its core mission the education and training of future pediatric psychologists. Historically, these efforts focused on describing the training and experiences provided by pediatric psychology predoctoral, internship, and postdoctoral training programs (e.g., La Greca, Stone, & Swales, 1989;Routh, 1977;Tuma & Grabert, 1983). More formal efforts to develop training guidelines grew in response to national policy efforts to improve mental health services for youth and families. Roberts and colleagues (1998) produced general recommendations for training psychologists to work with children and adolescents. Then, in 2003, SPP convened a Task Force on Recommendations for Training of Pediatric Psychologists to provide a comprehensive overview of the critical knowledge areas important to the development of skills specifically in pediatric psychology (Spirito et al., 2003).In response to a much larger movement across the health professions and the field of professional psychology to increase accountability for professional competence (Fouad et al., 2009), the SPP convened a new task force on Competencies and Best Training Practices in Pediatric Psychology. The charge of the task force was to identify pediatric psychology specific competencies, congruent with the professional competency movement (Palermo et al., 2014), and including examples of measurable behaviors that would demonstrate competence at different training levels (practicum, internship, entry into practice).The 2014 competencies include 10 crosscutting knowledge competencies in pediatric psychology and six competency cluster areas (Science, Professionalism,