In 1980, the teacher education program at the University of California at Los Angeles initiated the position of consultant to complement the student teaching triad (student teacher, cooperating teacher, and university supervisor). Consultants were doctoral students who visited the schools to assist the student teachers and cooperating teachers and to serve in a nonevaluative role as resource person, observer, coach, and problem solver. A study of ten consultants and their triads was conducted during the second year of implementation. Through interviews and observation, it was concluded that the innovation faced many of the problems common to change in an organization: unclear role definitions; inadequate training of the consultants; and insufficient time allotted for developing a working relationship with cooperating teachers. The study also showed, however, that both student teachers and cooperating teachers are receptive to the idea of a nonevaluative consultant. Effective consultants helped to improve communication between members of the triad and between the school and the university. Consultants supplied student teachers with additional feedback, advice, and suggestions as well as emotional support during the stressful student teaching experience. (Author/FG)