The purpose of this study was to examine the productivity of three differing focuses for organizing teacher group consultation activities. These focuses were: (1) the curriculum, i.e., individualizing instructional materials; (2) personalizing classroom interactions; and (3) personalizing classroom interactions through classroom videotapings. The productivity of the teacher group consultations was measured by changes in the degree of likeability among the children, i.e., their Peer Acceptance scores. Significant gains were observed in the Peer Acceptance scores of those children whose teachers participated in group consultations focusing on personalizing classroom interactions both in the presence and the absence of classroom videotapings. Similar findings were not observed for those children whose teachers participated in group consultations focusing on individualizing instructional materials. The results of the study suggested that more benefits accrue to children when counselors provide teachers with opportunities to personalize their classroom interactions than when teachers have opportunities to individualize their instructional materials. The findings also indicated that elementary school counselors who provide systematically organized group consultations with teachers can make a positive impact on the learning environment of children. (Author/PC)