This qualitative study presents the findings of a new teacher consultant's role in developing and facilitating an interdisciplinary studies course in agribusiness with 2 classroom teachers. It considers how a new teacher consultant develops as an information manager, how he connects theory and practice when working with teachers, and how he builds credibility with his colleagues. The data draw on personal observation, a reflective journal, field notes, interviews, and surveys completed by the classroom teachers. The study demonstrates that new teacher consultants need collaborative support to develop skills and knowledge to help them assist the teachers with whom they work.