The overall goal of teacher consultation is to improve upon the teacher's problem solving skills by addressing the immediate objective of solving student-centered problems. This study investigated the effects of the Systematic Facilitative Approach to consultation (SFA) and a written orientation to consultation with elementary school teachers. More specifically, in this study, the effects of three experimental conditions of consultation were examined: (1) the SFA to consultation; (2) a written orientation to the SFA approach; and (3) no treatment control group (delayed treatment). The effects of the experimental conditions were investigated regarding four dependent variables: (1) teacher anxiety related to a target student; (2) teacher perception of student classroom behaviors; (3) plan of action implementation; and (4) consultee satisfaction with consultation. Following the introductory chapter, chapter 2 presents a review of the related literature. Methodology is addressed in chapter 3, with information on the dependent and independent variables, population and sampling procedures, design of the study, description of the treatment groups, research procedures, consultant training, analyses of data, and methodological limitations. Chapter 4 contains the research findings and data analyses. The conclusions, limitations, implications and recommendations are discussed in chapter 5. (JD)