Self-formulating study-groups, comprised of teachers voluntarily meeting with consultant leaders, are used in Denmark as an effective tool for identifying and discussing relevant problems and developing action programs. The general educational approach employed in self-formulating study-groups includes a problem orientation related to the practical concerns of daily teaching activities, which combines the concerns of educational philosophy and methods, psychology, and general knowledge about the problem area. This approach attempts to move from theory to practice or from practice to theory. Consultants have the responsibility of developing a theoretical rationale for the group which will enable them to identify the goals of their activity. The results of an evaluation of this approach to staff development in Denmark are analyzed. Particular emphasis is placed on the critical role of the consultant, and the general characteristics of successful consultants are listed. Advice is offered for teachers wishing to form such a group. (JD)