AbstractA survey of representative teachers in a school district of 8,000 students was used as a basis for evaluating psychological services. Reactions suggested that teachers were dissatisfied with: (a) the wait in receiving service, (b) the nature of the services provided (not enough placement in special programs), and (c) limited follow‐up of cases. A new procedure for providing psychological services is described which handles many of the teachers' concerns. The advantages, possible limitations and initial reactions to this “accountability” model are further pres