This study undertook to discover why educational consultancy has not been more successful in implementing new educational programs and practices. It sought to identify differences in perceptions of superintendents, principals, consultants, and teachers with regard to teachers' need for consultant services and the factors, organizational and otherwise, affecting those services. Educational consultants interact with teachers within an organizational context that may fall on a continuum between a tightly structured "rational bureaucracy" and a loosely coupled structure. For effective consultation, a more tightly coupled organizational structure is advocated. Four large school boards in southern Ontario were chosen for the study, which was based on questionnaires distributed to superintendents, all consultants, and the principals and teaching staff from 15 randomly selected schools. Findings reveal the need for (1) greater input by teachers in the formulation of consultative goals, (2) more knowledge among all key actors about services, (3) employment of more consultants, (4) reduced number of teacher needs for which consultants are responsible, (5) a high priority for beginning teachers in allocating consultant services, (6) reduction in consultants' administrative tasks, and (7) increased inservice training by other classroom teachers. (TE)