I direct the Children’s Literacy and Speech Sound (CLaSS) Lab, which has a mission to help children with speech and language impairments achieve classroom success. Approximately 18% of school-age children experience difficulties with speech and language; this is approximately two children in every classroom. Speech and language abilities are crucial for the acquisition of reading and spelling skills. As such, when children experience difficulties with speech and language, they are at increased risk for academic failure. I am dually trained as a scientist and clinical speech-language pathologist. With this background, I examine relations between speech sound production, vocabulary skills, cognitive ability, phonological awareness, word reading, spelling, and aspects of children’s home and school environments. The examination of these constructs is organized around three primary themes: 1) profiling preschool and school-aged children’s abilities with respect to literacy outcomes; 2) determining how the quality of the home literacy environment, classroom, and speech-language therapy sessions contribute to positive speech, language, and literacy gains; and 3) examining factors related to clinical decision making that lead to classroom success for children with speech and language impairments. Presently, I am investigating the multiple components that are included in school-based service delivery. A better understanding of how SLPs make clinical decisions in light of their myriad responsibilities and service challenges will eventually lead to better service provision for children with speech and language impairments.