An active staffing process used by teacher center personnel was investigated as a method of improving teacher center operations and of helping users of teacher centers. Through a preliminary survey of users' attitudes toward teacher centers, three expectations were formulated: (1) Many initial requests in the active staffing process would center around a request for materials; (2) Teachers could easily be referred to other teachers for exchanges of ideas; and (3) Teachers would tend to see staff members as supervisors rather than as peers. One staff member was trained in active staffing techniques, which included developing a problem-solving relationship with the user and concentrating on multifaceted, long-range concerns of the user. By building on the user's knowledge and experience, the staff member and user were able to identify the concern, work through the issue together, and maintain contact for future developments. After training, the staff member worked with six experienced teachers who had been reassigned to unfamiliar teaching situations and with three beginning teachers. Data on the active staffing process and teachers' attitudes were collected from logs kept by the staff member and through post-study interviews with eight of the participating teachers. A comparison of pre- and post-study interviews revealed that teachers' perceptions of the consulting service showed a marked rise, and that needs in other curricular areas, such as lesson plans, became priorities. From teachers' comments, it was concluded that the active staffing process helped six of the eight teachers interviewed. (FG)