Conjoint behavioral consultation (CBC) is a model of consultation wherein parents and teachers partner to address children's social-behavioral concerns. The teacher-parent relationship has proven critical to the success of CBC, yet little is known about the dynamics in CBC that may promote these relationships. This study explored interactions among teachers and parents during CBC. Using latent profile analysis, four interactional sense-making behaviors (i.e., engagement, perspective-taking, turn-taking, and coherence) were examined among 193 parents and teachers participating in CBC. Three classes of interactions emerged -- one class characterized by high interactional sense-making (18%), another characterized by moderate interactional sense-making (69%), and one class characterized by low interactional sense-making (13%). Follow-up analyses suggested differences in the quality of this relationship based on the interactions displayed by parents and teachers, with dyads that displayed high and moderate patterns of interactional sense-making reporting better quality relationships than those demonstrating low patterns of interactional sense-making.