To explore the facets of the roles of the reading specialist, data were gathered from 23 specialists concerning their values, their perceptions of the values of their principals, and their assessment of the skills in performing their various roles. The specialists were asked to read descriptions for the following roles: (1) resource person, (2) adviser, (3) inservice leader, (4) investigator, (5) diagnostician, (6) instructor of teachers, (7) evaluator, and (8) remedial teacher. They then completed teacher value and principal value scales and rated their own skill level for each role. Results indicated that the roles most highly valued by the reading specialists were those of resource persons, instructors of other teachers, diagnosticians, and advisers. Though the order differed, the specialists thought that their principals would value these same roles, but would attach a higher value to the role of remedial teacher. The specialists perceived themselves as most skillful in the roles of remedial teachers, instructors of other teachers, resource persons, and diagnosticians. Greatest discrepancies between values and self-perceived skill were for the roles of inservice leader, adviser, and evaluator. For the role of remedial teacher, however, ratings were higher for skill than for value. (Role descriptions are included.) (FL)