Research indicates that a discrepancy exists between the perceptions of school psychologists and teachers concerning the value of various functions of the school psychologist. Questionnaires about such perceptions of school psychological services were completed by 50 school psychologists and 400 teachers in western North Carolina. Results supported the hypothesis that the importance of the school psychologists' roles was perceived differently by school psychologists and teachers. Both groups perceived the school psychologist as devoting most of his work time to psychoeducational assessment. However, psychologists ideally wanted to spend most of their time in consultation with teachers; teachers preferred that psychologists engage in more student counseling. On written psychological reports, teachers rated recommendations for behavior management as the most valuable content item. The findings suggest that an appropriate role for school psychologists is assisting teachers in developing techniques for working with special needs students. (Author/NRB)