School psychology consultants are confronted with consultees who must learn to take advantage of the consultation process for their own ends. This study explored teachers' subjective experiences of being consultees receiving services from school psychologists. Ten teachers were interviewed about five categories of consultee learning needs. Results show a recurring theme regarding the efficacy of school psychology consultation: the practicality of classroom interventions designed to remediate student difficulties. Teachers voiced concern about the design and implementation of these classroom interventions. It is important that school psychologists anticipate this issue as a learning need. School psychologists should work to reduce the perception of an expert model of consultation. Teachers need to be encouraged to assert themselves as equal partners in collaborative problem solving. Part of the role and responsibility of the school psychologist, therefore, is to empower teachers in using consultation effectively to meet their needs. The study has implications for school psychologists as consultants in becoming sensitive facilitators of consultation relationships and in enhancing problem-solving collaboration with classroom teachers. (MKA)