Teacher consultation is commonly used to ensure that classroom-based interventions are implemented with fidelity to achieve targeted outcomes, yet the consultation process is not well understood. Consultant-teacher relationship quality is one feature of consultation that may promote intervention outcomes—both directly and indirectly via teachers’ implementation. The current study used mediation models to examine the direct links between consultant-teacher relationship quality, assessed from the perspective of the consultant and teacher, and observed dyadic teacher–child interactions, as well as the indirect effect through teachers’ implementation fidelity and dosage. (author abstract)