Over the last 20 years in Denmark, professionals at Pedagogical Psychological Cen- tres have become more and more orientated to being consultants for other profes- sionals at kindergarten and schools, instead of testing or/and diagnosing children. In this transition of work change, systemic approaches have dominated. A relation- al approach for consultation using participant observations has also been formulat- ed (Højholt & Szulevicz, 2013, Vassing, 2011c). In this article, I also take a relation- al approach to consultation, presenting a model where an explicit cultural-historical understanding of children’s development is seen as the foundation for analysing children’s ‘situations of concern’. In this approach, I argue for using interaction observation as a tool for creating discussions between professionals aimed at formulating goals of success for chang- ing children’s situations of concern. The approach is illustrated by an example of changing children’s situation of concern in a fourth grade, drawing on observations from an experiment in subject matter teaching.