Performance feedback and checklists were used to improve the degree to which middle-school teams adhered to elements of systematic problem solving as described in the Instructional Consultation literature (Bartels & Mortenson, 2002; Rosenfield, 1987). Direct observations of problem-solving meetings were conducted to determine levels of adherence to a problem-solving methodology. Performance feedback was provided to each participating school psychologist after a period of no feedback and was followed by the provision of a checklist of problem-solving steps to all team members. Visual analysis of the data indicated variable improvements in systematic problem solving following presentation of feedback and checklists. Feedback and prompts, while necessary, may not be sufficient to ensure adequate adherence to problem solving.