Consultation describes a collaborative, indirect service that might address a variety of problems. The specific process used depends on the consultant's theoretical orientation. An academic consultation role has been proposed for the school psychologist in which he/she would function as an educational problem-solver who collaborates with teachers to make decisions regarding curriculum and educational program matters. Psychologists functioning in such a role would need skills in the process of consultation and would rely on educational psychology for content knowledge. This study evaluates whether or not school psychologists are trained in the process and content that would prepare them to do academic consultation and whether or not doctoral/nondoctoral differences exist in relevant training and actual practice. The results of a national survey of 151 training programs and 121 practitioners suggests that more doctoral than nondoctoral programs stress theory pertinent to academic consultation. Overall, however, few doctoral/nondoctoral differences in training and practice emerged. The results generally support the view that a number of training programs are not providing instruction in some of the areas basic to academic consultation. (Author/ABL)