An analysis of variables effecting the success of mainstreaming programs in 27 school districts in Vermont--five of which were unsuccessful in that consulting teacher services were not maintained for more than two years, and 22 of which were successful in that consulting teacher services were maintained for more than two years--was undertaken. Results indicated that initial success and acceptance of the consulting teacher mainstreaming model was achieved through gaining administrative and institutional political support, and that districts involved in planned district development consistently gained the administrative and institutional support. Among proposals offered were that instructional units dealing with local school-community political systems and related behavior analysis be incorporated into consulting teachers' training programs, that a data retrieval system be developed that will measure levels of administrative and institutional support, and that the relationship of this support to the service effectiveness be further analyzed. (IM)