The Charlotte-Mecklenburg (North Carolina) school system has a locally funded teacher center, the Teaching Learning Center (TLC), and school-based advisors called Coordinating Teachers (CTs), who provide nonevaluative instructional and curriculum support to teachers. The possibility of linking the TLC and CTs more closely to provide increased support for teachers was investigated by a research team from the University of North Carolina and school practitioners. An in-depth study of the functions and activities of the TLC was conducted through surveys and interviews with CTs as well as through TLC usage reports. Seven research questions determined: (1) how CTs used the TLC to support their work; (2) to what extent the CTs' patterns of use of the TLC was affected by or affected the patterns of use by the teachers they served; (3) how much knowledge CTs had regarding resources and programs available from the TLC; (4) how CTs' perceptions of support systems available to them affected their patterns of use of the TLC; (5) how CTs' perceptions of their own roles in the local school affected the ways in which they used TLC resources; (6) how CTs' use of the TLC affected their assessments of the center; and (7) how the data collected by the previous questions may be used to enable the TLC to provide more effective support for CTs. Responses to these questions are presented in tabular form accompanied by narrative discussions. The implications of the study's findings for teacher centers and school advisors are discussed. (JD)