Providing consultation for teachers is a way to promote students’ well-being indirectly. This study aimed at exploring how counseling psychologist and teacher could work together to resolve teachers’ difficulties in disciplining students’ behavior problems and to facilitate their adoption of positive behavior supportive strategies in classroom. Method: 7 teachers participated in and completed 33 sessions. The participants were 6 females and 1 male teachers, aging from 26 to 54 years. The consultant, a counseling psychologist, provided five consultation sessions every two weeks for teachers individually. All sessions were recorded, transcribed, and analyzed using process analysis technique. Teachers’ feedback gathered after each session informed consultation effect. Results: 1) the most frequently discussed subjects in consultation were students’ external behavior problems; 2) to provide positive support helped to create a safety base and reparative experience for teachers' disclosures of their difficulties; 3) to offer interpersonal feedback regarding to teachers’ interpersonal interaction patterns and discuss how these patterns influenced teacher-student relationships provided insights to the teachers, corrective interaction patterns followed once the teachers gained insights through consultations. This article will also present a consultation model based on positive psychology and discuss how positive psychology plays a major role in teacher consultation.