Two learning assistance (LA) centres in suburban elementary schools in British Columbia (Canada) were studied via a participant-observer approach to examine the changing role of the LA teacher, the impact on the school staff of more remediation in the regular classroom, and the concerns held by LA teachers and regular classroom teachers regarding the collaborative/consultation model. This document draws on study data collected from multiple sources to examine how well the integrated model was being accepted and how the LA teacher's role is changing, particularly with respect to: (1) support to teachers as they cope with an increased workload; (2) integration of the emotional and learning needs of the whole child; and (3) continuing to address specific skill needs. Overall, study results suggest that LA and regular teachers need support in terms of time for consulting; sharing of ideas, responsibilities, and decisions; and adjusting to new demands and pressures. Ongoing inservice training and recognition of the demanding nature of the teachers' roles were other needs pinpointed. Suggestions for future research on consulting and on the collaborative/consultation model conclude the document. Included are two tables. (14 references) (CLA)