The relationship between organizational support and satisfaction with a collaborative problem-solving structure, the teacher assistance team (tat), was investigated. four types of organizational support (i.e., administrator support, perceived purpose of the tat, social support among staff, and tat training) and the satisfaction of both tat members and the consumers of their services were measured. data were collected from 161 tat members and 127 consumers of tat services from 27 elementary schools. regression analyses indicated that organizational support factors had strong, positive relationships to tat satisfaction. in particular, administrator support variables accounted for over 50% of the variance in the consumers' satisfaction with tat services. implications of the findings for the implementation of tats and future research are discussed.

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