School psychologists typically spend about 80% of their time engaged in consultation. By applying empirical findings and/or straightforward logic to assumptions commonly held by many school-based consultants, questions are raised as to the appropriateness of assumptions for the effective practice of school consultation. These assumptions include the following: (1) the collaborative consultant is non-directive; (2) the teacher and the psychologist are equal partners in consultation; (3) teachers prefer a collaborative consultation; (4) behavioral consultation proceeds exactly the way the model describes it; (5) the teacher is a voluntary partner in the consultation process; and (6) confidentiality is always and should always be maintained in consultation. The paper also challenges the assumption that behavioral consultation should always follow the model for consultation. It is noted that the resolution of the issue of whether to "consult" or "collaborate" may have great relevance for the practice of school psychology. A series of suggestions for the future practice of school consultation is presented. One table summarizes the key distinctions between mental health consultation and collaboration. Contains 20 references. (TS)