The authors have been involved in the development of training programs for school psychologists and teachers. A major objective of these efforts is to capitalize on interdisciplinary collaboration to equip future educational workers to understand the needs of children and the process of education as one of dynamic change. This paper describes the training programs for school psychologists and prospective social studies teachers at the University of California, Berkeley. The school psychologist trainees worked with the student teachers in providing mental health consultation. Results indicate that the optimum time for consultation intervention for beginning teachers is during their earliest exposure to the classroom experience. For school psychologists, the period is earlier, often during their second year of training. (Author/HMV)