Many surveys of school psychologists have documented their desire to devote more time to consultation--an indirect service delivery system in which the school psychologist interacts with a consultee (teacher, parent, other professional) for purposes of solving a client problem. To expand the work of Martin and Curtis (1981) on school psychologists' attributions regarding consultation outcomes, questionnaires were completed by 234 school psychologists who reported their attributions for success and failure in consultation. The results indicated that the type of problem presented for consultation was predominantly a student problem involving behavior or academic difficulties and the client was most likely to be a boy in elementary or middle school. The results from chi-square analyses were highly significant, indicating that the psychologists attributed approximately 22 percent of successful cases and only 6 percent of failures to themselves. Conversely, they attributed 42 percent of successful cases and 77 percent of failures to the consultee. Respondents were more likely to report failure with teacher consultees compared to parent or parent-teacher consultees. Comparisons of psychologist characteristics with reasons for success or failure revealed that psychologists with a wide range of experience and characteristics were similar in their attributions. (Suggestions for training programs in school psychology drawn from these findings are discussed.) (NRB)