A study explored the effects on both students and teachers of an alternative service delivery model (different from the traditional removal approach) for serving both low-achieving and learning-disabled (LD) students. The process-consultation model was chosen as the topic of this study. To its usual in-class team approach was added a focus on groups of pupils rather than on the individual student. Regular and special educators became complementary team members working with carefully structured heterogeneous small groups of students to complete academic tasks as well as learn social skills. Seven teams of teachers were trained in complementary roles, teaming skills, and cooperative learning to work with an experimental group of 21 LD and 24 low-achieving elementary and secondary school students. Measures of student achievement in reading comprehension, mathematics computation, and mathematics reasoning indicated that the model resulted in significant gains when compared to a control group of students taught with the traditional model. Experimental group students also expressed more satisfaction with the social climate over time than did pupils in the control model. Teachers saw such benefits as more time for feedback, more interactions with each other, and more positive attitudes. The study concludes that the process-consultation model provided a support system and model for both students and teachers. (CB)