This review critically examines various aspects of school-based consultation between regular classroom teachers and teachers of special education. First, current approaches to consultation are described and obstacles to successful integration of elementary students with learning or behavioral problems into mainstream regular education classrooms are identified. A behavioral consultation model for promoting collaboration between the consulting teacher and the regular teacher is advocated. The technology of consultation, i.e., the process and content skills related to the role of the consulting teacher, are discussed. The consultative interview is seen as central to the consultation process and a critical diagnostic and problem-solving tool. A step-by-step model for planning and implementing specialized instructional programs is offered. Finally, an ecobehavioral perspective on consultation is advocated as a useful model for the consulting teacher. (Contains 81 references.) (DB)