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This study investigates how a rural school's Native American administrators' culturally responsive consultation supported the implementation of an innovative problem-solving teaming process. The administrators managed the adoption of an Instructional Consultation Team innovation by utilizing their basic knowledge of local cultural norms. They actively affirmed the importance of the community's diversity and made connections between the home and school experiences of students. Components of the innovation, such as attending to consultees' lack of objectivity and providing alternative views of the teacher/consultee's work problem, were integrated into a culturally responsive consultation style, which led to an effective adoption of the innovation.