As models of language intervention embrace the concept of functional communication, services for school-age children are increasingly being provided in the classroom and involve the use of classroom curricula. Because these models are new, little guidance is available to the speech-language pathologist (SLP) to determine how to provide meaningful language intervention to meet the language learning needs of students in this context. In practice, classroom intervention often results in the SLP assuming a tutoring role, attempting to provide language intervention while trying to help the child complete a homework assignment or study for an upcoming test. This article offers some alternatives to this approach by discussing how the SLP can function in the consultative role to help to modify classroom practices and in the direct service role to enable the child to increase and refine functional language abilities.