To examine the impact that personal characteristics and institutional variables have on what school district consultants learn during an inservice program that addresses the specific skills required by their role, 35 consultants from Ontario, Canada who were engaged in an 8-month professional program were administered a pre- and post-interview. Questionnaires measured the following: (1) consultants' previous experience and training for the role; (2) teachers' sense of efficacy; and (3) consultants' views on how they should spend their time on such tasks as curriculum development, administrative duties, and assisting teachers. Findings indicated that personal characteristics such as beliefs in efficacy predicted consultant learning and suggested that a motivational factor was at work that encouraged participants who aspired to broader influence in their districts. There was less evidence in support of the impact of institutional variables, largely because of the lack of variability between districts included in the study. Six tables and two figures are provided to help illustrate data analysis. (33 references) (EJS)