As nonparental care became increasingly common, the need for understanding young children’s behaviors and emotions called for psychological support for teachers and caregivers in early childhood education and center-based care. In Sweden such a development took place during the 1980s and 1990s. Relationship-building, self-development, and a salutogenic perspective are aspects which were considered central to the promotion of children’s learning, health, and well-being. A Swedish model of consultee-centered consultation was developed to assist teachers and care providers in infant and early childhood education in their endeavor to not only care for the children, but also promote their emotional and intellectual development. This article will report on this Swedish practice and describe a grounded theory study in which the process and dynamics of consultee-centered consultation, as utilized in schools, preschools, and childcare centers were conceptualized and analyzed, resulting in greater understanding of process and evidence of the efficacy of outcomes.