This paper describes the process and procedures that three Rowan graduate students of school psychology, in collaboration with two faculty members, utilize to plan and deliver school psychology services. Overall, the cases show how school psychologists can influence the academic achievement of not only an individual child but also a whole class, as well as a whole system. Two cases illustrate the benefits of collaborative consultation while another describes the need to look at systematic variables (e.g., curriculum) and their impact on individual learners. The idea that psychologists need to act as consultants to schools as systems has gained much momentum within the past 10 years. The NASP position statement on advocacy for appropriate educational services for all children and the subsequent publications, "Alternative Educational Delivery Systems: Enhancing Instructional Options for All Students" and "Best Practices in School Psychology III," provide the philosophical and theoretical bases for an expanded role for school psychologists. New roles require that school psychologists provide expertise as appropriate to the various school-based services and programs. Changes in roles and behavior call for new ways of communicating information, planning, and decision making. As a consultant, the school psychologist is a resource within the natural learning environment, using curriculum-based educational and instructional methodologies to collaboratively identify problems and devise solutions. These cases indicate this approach is beneficial because it provides help at the pre-referral stage, thus possibly preventing identifying children as disabled; it provides services for more students; and it makes full use of the professional capabilities of the educators involved, producing a multiplicative rather than an additive effect. (Author/MKA)