Studies of school-based consultation communication interactions have typically examined only single sessions, providing a limited snapshot of interactions between consultants-intraining (CITs) and consultees. The present study is an evaluation of language used during ongoing consultation training relationships for 26 dyads (CITs and volunteer teachers), using Linguistic Inquiry and Word Count (LIWC) software. Working with a database of 116 session transcripts, group differences and trends over time were examined for pronoun use and the 4 LIWC summary variables of analytic thinking, clout, authenticity, and emotional tone, along with language style matching. CITs used more "you" language and exhibited higher analytic thinking, clout, and emotional tone scores than consultees; consultees exhibited higher rates of "I," "she/he," "we," and "they" language as well as higher Authenticity scores. Only CITs demonstrated changes in language used over time: rates of "I," "we," and "you" language decreased as sessions progressed. Implications for consultant development and consultation training are discussed.