A questionnaire on the consultation role of resource teachers was developed and administered to 192 resource teachers, 236 regular education classroom teachers, and 214 principals. The scale incorporated questions on attitudes and competence of resource teachers as well as on potential problems interfering with consultation. In addition, resource teachers and principals estimated the amount of time spent on various school duties, with recommendations for time allocation. Analysis of responses across professional roles revealed small but significant differences in attitudes toward consultation. Attitudes toward consultation tended to be neutral or undecided. Overall, resource teachers were rated as somewhat skilled in consultation tasks. The major problem identified for consultation programs was time for teachers to meet other problems included in inadequate training and lack of administrative support. Resource teachers and principals estimated that 7.5% of the resource teachers' time is allotted to consultation, noting that the time should be increased to 10.5%. Appendices include the questionnaires for the three subject groups, a description of interviews with resource teachers and a description of a prototype workshop on consultation, as well as respondents' comments, demographic information, and numerous tables. (CL)