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Much of the consultation literature conceptualizes the consultation process as a set of steps or stages going from identifying the problem, collecting data, planning an intervention, implementing, and evaluating outcomes. In this article, drawing on principles of consultee-centered consultation (CCC) in schools and preschools in Sweden, I focus on the dynamics of consultation instead of the stages, that is, different types of interactions between the consultant and the consultee. The consultation process is described as oscillating between 3 different modes of consultant–consultee interaction for a change to take place. The expected change or outcome is described as a turning of the consultee's representation of the problem. The theoretical model presented is based on empirical data from Swedish research based on the work of experienced Swedish consultants. Since its origin in 2000 the model has been elaborated and further grounded in praxis through comprehensive discussions with professional consultants.