The development of community mental health center (CMHC) school consultation programs is analyzed within an interorganizational framework. From the perspective of the CMHC, the school system can provide access to a large target population and bestow legitimacy to the CMHC's overall consultation program. From the school system's point of view, the CMHC can provide clinical resources and expertise. While CMHC consultants often wish to involve themselves in the analysis and modification of basic school system policies and practices, school personnel are likely to resist such non-clinical interventions. Strategies of consultation are suggested which maximize the opportunities of both parties to achieve their organizational goals and which improve the consultant's ability to become involved in policy areas where he or she has expertise. The analysis illustrates basic problems in the nature of the relationship between human service and educational organizations, problems which in part derive from the differing, but overlapping mandate each organization receives from society. (Author)