An inservice consultation program between teachers and a school psychologist was designed to establish classroom conditions to improve 7th- and 8th-grade students' (N=233) thinking skills. Inservice training conducted by the psychologist emphasized encouragement of ideas, modeling thinking skills, opportunities for practice, and support of diverse approaches to tasks. Teachers and the school psychologist collaborated on skills application during 8 months of consultation. Also collected and presented were data from monthly observations of classroom interaction. Students completed Torrance Tests of Creative Thinking and both teachers and students completed the Classroom Activities Questionnaire, which measures perceptions of the thinking skills environment. Torrance scores did not increase but posttest differences in favor of the consulting group were observed on classroom climate observations. It was concluded that a teacher/school psychologist consultation program enabled teachers to increase motivational climate. In conclusion, inservice training and consultation enabled teachers to structure a classroom environment and model and describe thinking processes to support students' higher level (divergent) thinking. (ABL)