Student assistance programs (SAPs) are one approach for using teams to respond to student needs, but there is little research on SAP implementation and whether SAPs function as intended. The authors present findings from a study of two SAPs that use a model developed by Connecticut's Governor's Prevention Partnership. The study focused on perceptions of participants about how components of the model contributed to team effectiveness in addressing student needs. Analysis of semistructured interviews with team members suggests that six elements contributed to effectiveness: human resources, administrative involvement, multidisciplinary perspectives, working agreement and rules, good team processes, and teacher support. Data also suggest the need for improved communication about the SAP process. Implications for practice are discussed.