Five self-selected triads of Western Australia (W.A.) principals served as process consultants to improve their schools. Patterns of communication, leadership procedures, tensions impeding collaboration, decision-making, and problem-solving procedures were the foci of attention. The strategy asked each consultant pair (in turn) to clarify their values with regard to a real administrative issue in their peer's school; to construct a vision of a feasible alternative; and to generate change strategies and tactics before offering feedback and facilitative services. The consultation process occurred over a 2-month period followed by a day-long workshop. Most of the principals found the experience productive, and regretted its termination. Reports from each triad are summarized, and implications drawn later by the author are provided. A table illustrates responses to a survey of competencies and understandings consultants wanted as content for future workshops. (Author/MLF)