This presentation reviews the concept of school-based consultation (Lambert, 1974) and contrasts it with other consultation models. The validity of this model for the professional talking relationships of school psychologists (school-based consultation) is assessed first by examining: (1) the likelihood that interprofessional interchange will take place; (2) the likelihood that case study information will be communicated effectively; (3) the nature of the model's assumptions about teacher knowledge of individual differences in children; and (4) the likelihood that school-based consultants will serve as a model for principals and teachers to follow in collaborating with parents. The author attempts to demonstrate that there are unique aspects to consultation in situations where the consultant is a part of the school staff and shares with teachers the same administrative and evaluation systems. In addition the material presented shows that the work objectives of the school-based consultant are consonant with the expectations of principals and teachers for psychological services. (Author)