School consultation is practiced in rapidly changing educational settings, including increasing student diversity and the implementation of a multitiered system of supports. This changing context may shift the boundaries of what it means to consult and how best to achieve change through consultation. The purpose of this study was to explore how early-career school psychologists (ECSPs) defined and implemented consultation and what barriers and facilitators influenced their perceived ability to achieve change through consultation. Triangulated quantitative and qualitative data from a national survey of 262 ECSPs indicated gaps between historical, aspirational views of consultation in school psychology and what these practitioners reported is happening in the field. Tensions in the data are explored with consideration given to implications for consultation practice in current school contexts and in the early career.