Making changes in the area of grouping for instruction is difficult because it involves adjustments in the curriculum, in teacher planning, and in teacher attitudes. A concern that the present form of grouping may result in intellectual and racial discrimination began in the Central Office and the Curriculum Office of the Crete-Monee School District (Illinois). The issue was referred for study to the Program Council, and after having gathered and discussed grouping research, a fragile consensus was reached that change was needed; however, the advocates of change were afraid that the problem would require too drastic an alteration. The solution was to bring in an experienced consultant, who alleviated their anxiety by advising them and giving a fresh interpretation of the data. Although the Program Council rejected the guidelines first proposed, it gradually evidenced interest in making a change as new measures to increase the members' input and to ensure consensus began to take effect. As this case study suggests, experimentation, flexibility, long-term perspective, and mutual input and communication are organizational traits that affect the extent and thoroughness of a school district's acceptance of the consultant's qualities, such as interest and experience, district knowledge, and problem recognition. Dramatic changes in attitude, approach or focus, and behavior could be observed among members of the Program Council. Attached are a list of references, two tables, and one figure. (RG)