The authors of this case study are consultants in the action research project “Conducive and Restrictive Conditions for Innovation in Schools” (in short: innovation project) carried out in Styria (a province of Austria). They facilitate ten teams of teachers, carrying out and evaluating their own innovations. This text investigates how teachers conducting action research see the roles of their consultants and which dilemmas the consultants face given these interpretations of their role. The teachers were interviewed about their views, the consultants wrote about their observations and experiences in their diaries. The analysis of these data has shown three crucial dilemmas: The consultant as adviser or expert, the consultant as critical friend or as disassociated observer, and the consultant as stimulus or as discipliner.