In the Netherlands, the immediate support and coaching of primary schools and kindergartens is institutionalized in a nationwide network of local and regional school support agencies. This research study sought information about the role and characteristics of external consultants and their relationship to the school. Explorative case studies were conducted in eight schools, using interviews, questionnaires, observation, and free data gathering. The theoretical framework for school innovation support by consultants is described, and the activities of consultants and school personnel are discussed. Descriptions are given of the characteristics of the schools, the innovation activities undertaken, and the characteristics of the consultant and his relationship to the school. An analysis is presented of the findings on the following research questions: (1) How do consultants plan their actions along all the relevant action dimensions?; (2) What activities are done by consultants to support the school and the innovation process? Can clusters of activities be distinguished?; (3) What activities are done by consultants to support their relationship with a school? Can clusters of activities be distinguished?; (4) Is it possible to identify mutually different groups of consultants?; and (5) What variables within the school innovation support situation can be identified as probable factors causing differences in support activities? (JD)