Introduction: Advising in Educational Psychology from the perspective of RDI takes on a stronger investigative, innovative nature. The model proposed by De la Fuente et al (2006, 2007) and Education & Psychology (2007) was applied to the field of improving teaching-learning processes at a school. Hypotheses were as follows: (1) interdependence relationships between the process of teaching and of learning; (2) the effect of improved specific behaviors in teaching and learning. Method: A total of 10 teachers and 159 students from Secondary Education participated in the project. The design used for the evaluation-research phase was quasi-experimental for a single case, with pre-post evaluation. The IATLP Scales (De la Fuente & Martinez, 2004) were used as evaluation instruments. Results: Significant correlations and interdependence relationships appeared throughout assessment of the teaching-learning process. The intervention produced a significant main effect of "time". Likewise the "teacher" factor also showed differences. Discussion: Advising for intervention and improvement of the teaching-learning process demonstrated significant improvement of both a general and specific nature in those aspects of the teaching and learning process which were addressed in the advisory program, after the intervention. Conclusions: The conception of the RDI Area, as a new area for advising in Educational Psychology, can represent a launchpad for research-based innovation in the practice of advising and in education. (Contains 7 figures and 4 tables.)