To determine the relationship of characteristics of the consulting teacher model to measures of school achievement, special education for 1,628 children in 42 Vermont sites was examined through a stepwise multiple regression analysis of 17 variables descriptive of service, teaching, community, and school achievement. Service variables included child age and prior learning. Teaching variables included proportion of in-class instruction, amount of instruction, size of child caseload, and size of teacher caseload. Community variables included income, years of schooling and tax effort of community members. School achievement variables included gains in math, reading, and academic performance as well as proportion of instructional objectives achieved. Results indicated negative relationships of proportion of in-class instruction and size of teacher caseload to school achievement. Positive relationships were revealed for amount of instruction, child age, and consulting teacher self-rating to school achievement. (CL)