A study involving 231 principals, 155 school psychologists, 155 special education teachers, and 216 regular education teachers was conducted to investigate Ss' expectations regarding their own and others' roles in the team serving handicapped students. Members indicated whether or not each activity from a list of 25 was appropriate to their role and/or to each of the three other roles. Results indicated that there was intra- and interrole ambiguity about what activities were appropriate for each of the four target roles. Administrative implications of the findings, including role clarification and improved participation of multidisciplinary team members, were considered. (SBH)