This paper reports on a 2-year field investigation of the frequency and content of interactions between curriculum consultants and elementary school teachers involved in implementing an inquiry-oriented curriculum. The report includes data generated by 45 consultants and 600 teachers in 53 diverse schools. The types of questions teachers ask consultants and the amount of time consultants actually devote to over 20 consulting activities form a basis for a discussion of ways to make both internal and external curriculum consultant services more effective. Related documents include EA 003 544, EA 003 545, EA 003 546, and EA 003 550. (Author/LLR)