Survey research methodology was used to identify variables that distinguished elementary teachers who participated in consultation from those who did not. Three hundred fifty-two elementary teachers completed mailed questionnaires: 186 of the respondents reported they had participated in consultation with a school psychologist, and 166 reported that they had not. A stepwise discriminant function analysis using eight teacher response variables found five variables that significantly distinguished the two groups: school psychologist offering help, teachers' scores on the Problem Solving Inventory, perceptions of psychologist training in problem solving, years of teaching experience, and perceptions that a school psychologist's training is different from that of teacher. These variables correctly classified 74% of the sample. Suggestions are offered to school psychologists for increasing teacher requests for consultation services.