This paper examines the assets and problems that occur when a school system relies on part-time, external mental health services. In this case, the "part-time, services" are provided by local university (Yale) graduate students in the role of counsultants The greatest problem encountered is the attitude of the regular teaching staff who find the consultant's role very ambiguous as it often depends upon the degree to which each particular consultant develops it. Consultants are often regarded as either intruders or saviors; neither attitude is productive. Another problem is caused by the time lag during which the consultant can do little more than acquaint himself with the school system. Advantages include an expansion of services along with a general intellectual "recharging" for much of the teaching staff. In addition, new approaches to education reach the school system more quickly through the students' influences. Finally, the staff benefits from outside, objective appraisal. The author suggests that some problems would be alleviated through the use of an explicit, mutal contract so both the consultant and the school system know what is expected, and so that all regular personnel are informed of consultant's specific roles. (Author/HMV)