Approximately 300 elementary and secondary school teachers from across the United States responded to a survey concerning their attitudes toward the role and the performance of reading specialists in their schools. The teachers completed a 30-item Likert-like attitude scale and provided demographic data. The results indicated that teachers in general did not have a negative attitude toward reading specialists, and no demographic variables stood out as indicative of more positive or less favorable attitudes to such personnel. There was no significant correlation between positive attitude and number of courses taken in the teaching of reading, suggesting (1) that such courses may cause teachers to question and be more cautious in their ratings of reading specialists; (2) that such courses are not meeting student's needs, thus undermining the confidence of teachers toward reading and specialists; and (3) that the current publicity given to school failures in the area of reading may be creating a population of teachers that is becoming more critical in its evaluation of reading specialists and their programs. (A copy of the survey instrument and extensive tables of data are appended.) (FL)