In an experimental project, a university instructional development consultant (IDC) provided consultation for a faculty client in a graduate course where the IDC was also enrolled as an auditing student. The course, Issues in Higher Education, was taught by a university administrator complementing his administrative responsibilities, and the students were candidates for a masters degree in counseling. The IDC also performed a third role, i.e., coordinating, setting up, and removing the audiovisual equipment used within the course. The unorthodox role of the IDC raised four major questions regarding (1) the instructor resenting the constant presence of the IDC; (2) the students feeling unusual pressures from the IDC/student's relationship to the instructor; (3) the IDC being able to relate effectively to the other students; and (4) the effectiveness of the IDC regularly attending classes rather than the usual sampling. The results of the informal project were highly positive, with the only apparent disadvantage being in the area of cost-effectiveness. The instructor, students, and IDC agreed that the experiment was worth the effort and resulted in many improvements in the instructional process. The responses of the instructor to 12 questions regarding this project are included. (CHC)