General education teachers are the most frequent consumers of Teacher Assistance Team (TAT) services; therefore, their satisfaction with the purpose, process and outcome associated with this model of prereferral intervention may influence its acceptability, use, implementation, and effectiveness (social validity). Seven empirical studies assessing TAT social validity as reported by general education teachers were analyzed for this research review. Results indicated that generally stated, teachers were slightly satisfied with the purposes of TAT and the quality of interpersonal assistance they received from team members. However respondents were neutral to slightly dissatisfied with the overall TAT process, intervention quality, and outcomes. Implications of these results on future TAT utilization and research recommendations also are presented.