A survey (Jevne, 1981) conducted to determine Canadian counselor competencies revealed that, of the nine areas considered important for counselor training, the 304 respondents in the field of counseling ranked training in consulting as sixth in importance. Prompted by these results, a literature review was conducted to determine if consulting was considered low in priority by other counselors and school personnel. Counselors who responded to other Canadian and several United States surveys have indicated that consulting is a prominent counseling skill and function. Consulting with school staff members was also ranked as an important counselor function by Canadian teachers and administrators. According to the research reviewed, classroom teachers at all levels viewed the areas of student motivation, classroom management, and disruptive behavior as primary problems. In addition, teachers and administrators viewed consulting with a counselor as a potentially useful approach for dealing with such problems. Classroom studies have revealed several effective strategies for improving student motivation and general classroom behavior, including teacher attention, token reinforcement, time-out for positive reinforcement, behavioral contracting, and self-modification. As a consultant, the counselor is best able to assist teachers through inservice training of behavior management techniques which can be implemented in the classroom. (NRB)