This is a report on a project to develop teacher-leaders to assist in the installation of Science - A Process Approach in schools of diverse characteristics in New York and Pennsylvania. The function of such a teacher-leader would be to use his competence and training to assist his peers in the institutionalizing of Science - A Process Approach. The teacher-leader would serve as a peer-staff member who is of immediate continuing support to fellow teachers. In conjunction with the introduction of a teacher-leader into the schools used in the study, a survey was taken of the expectations for the teacher-leader role as held by various professionals involved in this project. These included four groupings: pilot school teachers, teacher-leader trainees, science consultants, and program coordinators. A questionnaire, which briefly described 15 probable tasks for the teacher-leader role, was administered to representative samplings of the five groups involved. The respondents were asked to rank the 15 tasks from most important to least important in the teacher-leader role. Findings show clearly that the four respondent groups hold differing judgments as to the relative importance of proposed teacher-leader tasks. (BR)