<p>The article discusses School Development Consulting as a&#xa0;specific form of consulting, since it is located within the school support system pursuing various tasks. An area of tension arises between the aim to support the individual schools to achieve their own development goals and supporting them to implement central standards and guidelines—which also affects the professional identity of the consultants. Next to a&#xa0;discussion of the current situation of School Development Consulting in Austria and the associated considerations about professional practice and identity, the article highlights desiderata of research that appear to be particularly relevant from a&#xa0;praxeological perspective.</p>