Interest in spelling and spelling difficulties has increased in recent years. Like reading, spelling is no longer viewed as a strictly visual process. Rather, the language basis of spelling is evident in the phonological, orthographic, morphological, and even syntactic knowledge required to be a good speller. Speech-language pathologists (SLPs) have expertise in basic language processes that enable them to play an important role in assessment and intervention for spelling problems. Underscoring the importance of this effort are the serious social and vocational consequences attached to poor spelling and the intractable nature of spelling problems. This article reviews information about spelling-language connections, the nature of spelling problems, and assessment and intervention principles or procedures that represent best practices based on current spelling research. Implications for SLPs working with students who have spelling difficulties are suggested throughout.