This article describes how a counselor and three teachers collaborated to capture the interest and improve the academic performance of 25 ninth grade Black students in an inner city "ghetto" junior high school. An immediate aim of the program was expansion of existant school guidance services by substituting classroom for counseling office as therapeutic milieu. After six months, the students assumed active leadership of their classes, set their own academic and counseling goals and developed a contract with the administration for earning graduation. The positive results of this study support the current movement within the guidance profession toward greater counselor involvement in the total educational process. The author feels that the generalizability of the Collaborative-Consultant role to a non-insular school setting and to working practitioners may have practical implications for school counselors and may suggest a possible avenue for expansion of guidance services within the school. References are included. (Author/SES)