This article discusses the establishment of school-based bilingual special education teams in one, primarily hispanic, school district located in an urban southwest city. the discussion is based on field notes, transcripts of unstructured interviews and conference presentations, and documents produced by team members. the issues discussed relate to the following areas: perceptions of team members' roles in the school, problems in assuming an active classroom consultation role, problems in supporting the maintenance of school-based teams, and differences in perceptions of the consultant's status with respect to these school-based teams.
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