Major reform is occurring across our nation in delivering services to students with disabilities in secondary schools. The impetus for such change is the No Child Left Behind Act (NCLB) and its challenges and implications for the secondary classroom. NCLB requires that all students be taught by a teacher who is highly qualified in the content area in which they are teaching. This simple but profound component of NCLB has increased the use of the consultative model in delivering services for students with disabilities within the context of the general education classroom. Special education teachers, using the consultative model, provide support for students with disabilities in the general education classroom. Principals must utilize strategies that promote the successful implementation of the consultative model. This article provides proactive strategies that promote effective teaching and successful student outcomes.