Written neuropsychological reports are the main output of child neuropsychological assessments, yet little is known about how they are used and understood by teachers, who are often the intended audience. We investigated what novice and experienced Australian teachers know about neuropsychological reports, how useful they find them, and how likely they are to implement neuropsychological recommendations in their classrooms. Using an online survey, the current study investigated novice and experienced Australian teachers’ knowledge regarding neuropsychological reports and recommendations, and how they utilise them. Teachers completed a demographic questionnaire outlining their teacher training and experience, two further sets of questions about their perceptions and experiences of reading neuropsychological reports., and finally responded to a series of complexity-graded neuropsychological recommendations. Findings will be presented with reference to how we can adapt report-writing approaches to better impart our recommendations and facilitate teachers to confidently implement them in the classroom.