Teachers frequently need assistance in meeting the needs of students with behavior and learning problems. Contacts with peers and other staff usually are informal and do not allow thorough analysis of the problem. The Building Support System model used in some North Dakota schools provides prompt, accessible support to teachers through peer problem-solving. Teachers who have students with problems refer themselves to the building support team, which typically consists of the principal, two or more classroom teachers, and two or more selected resource persons. The team and the referring teacher jointly engage in a structured process of conceptualizing the problem, brainstorming solutions, and planning interventions. Students, parents, and other specialists may also participate in team meetings. Follow-up meetings determine intervention effectiveness and consider special education referral, if necessary. Critical elements in team development include the support of the principal, a commitment to problem solving and group thinking, recognition that procedures and participant skill levels will change over time, and a cooperative spirit among teachers. Appendices include an information document for teachers; team meeting guidelines for the chairperson; a flowchart of the building support-team process; and forms for student referral, classroom observation, team meeting minutes, team suggestions, and team referral to special education. (SV)