There is wide agreement that school psychologists must have expertise in the consultation process. Some authors argue that consultation is more likely to be effective if the consultant also has expertise related to the content of the problem. Teachers seek consultation concerning diverse types of difficulties that children experience in school. A study was conducted to examine whether teachers preferred to consult with school psychologists who were perceived to have expertise primarily in the process of consultation or in the content area of the problem. Teachers (N=100) from grades one through eight were assigned to one of four experimental conditions or to a control condition. The four experimental conditions were defined by the nature of the student's problem (academic or behavioral) and the nature of the psychologist's expertise (process or content). This information, intended to bias the teachers, was provided on a one-page information sheet. Subjects watched and evaluated a videotaped consultation session in which the psychologist's script revealed expertise in both the process and content of consultation. In general, the experimental manipulations to bias participants were unsuccessful, possibly because the session was evaluated highly by all participants. Those who had been told that the student's problem was academic rated the consultant more favorably if they had also been told that her expertise was in the content, rather than the process of consultation. (Author/NB)