In the current study characteristics of the teacher and classroom that influence teacher responsiveness to the course or consultancy are explored. If classroom quality or characteristics of teachers, such as anxiety levels or efficacy in teaching prior to intervention participation are predictive of responsiveness, then future programs will be able to provide additional supports and resources for these individuals. Further, it may be that the influences of these characteristics differ depending on the intervention setting. For example, the course may provide a safe haven for teachers who are shy and nervous, while the consultancy, which is an intensive, one-on-one relationship, may increase teacher anxiety levels and limit participation. On the other hand, teachers who have more child-centered beliefs about development and classroom interactions may be more responsive to the course and consultancy. Two hundred twenty-three teachers were randomized into the course, however only 167 teachers had at least partial data. Two hundred eight teachers were randomized into the consultancy, and 193 had at least some data and were included in analyses. Teachers were diverse in their educational attainment, experience, and in their racial/ethnic background. Overall, higher authoritarian beliefs about children limited teacher responsiveness to the course while anxiety prohibited teachers from fully benefiting from the consultancy. Other teacher characteristics (e.g., education, ethnicity) also impacted responsiveness to both intervention settings. Further, participation in the course and consultancy was differentially impacted for teachers' with literacy-rich classrooms. These findings have implications for promoting participation in varying intervention settings and shed light on identifying individuals for which more resources for participation may be allocated. (Contains 4 tables.)