A psychological report can influence or determine the supports, instructional techniques and interventions used with a student as well as promoting continuity of service. Given the importance of effectively communicating this information and school psychology’s focus on evidence-based practices, it is surprising the literature presents few empirically validated guidelines. In this study we controlled report reading-level to investigate the effects of years of teaching experience, teacher experience with reports, summary placement and report formatting on teachers’ perception of report quality and responses to a proxy measure of comprehension. One hundred and forty teachers were recruited from post baccalaureate classes and online forums. Participants were presented with one of four versions of a psychological report and asked to respond on their (1) perception of the quality and (2) comprehension of the content of the report. Each report was constructed to have either a test-by-test or theme-based format and include a summary presented at either the beginning or end. Teacher self-reported experience with reports was measured to determine the interaction between experience and report format. Results showed that (a) report style did not significantly impact ratings of perception of quality, (b) summary first placement was viewed less favorably than summary last placement and (c) teachers’ years of experience and experience with psychological reports played significant roles in ratings of perception of quality and comprehension. This study provides valuable information to support best practices for report writing that will inform current and future school psychologists about writing meaningful, relevant and useful reports.