The present study examined parent-teacher congruent communication within conjoint behavioral consultation (CBC). Specifically, the study purpose was to determine the extent to which congruence in parent-teacher communication (i.e., the degree to which parents and teachers view their communication in a similar fashion) moderated CBC's effects on children's social skills. Drawn from a large randomized trial investigating the efficacy of CBC, the participants were 166 children and their parents and 74 teachers. The findings suggested that CBC's effects on teacher-reported children's social skills depend on congruent parent-teacher communication. Specifically, for students whose parents and teachers have these communication conditions, social skills are expected to increase only in the context of the CBC intervention. Implications for CBC research and school-based consultation are discussed.