This qualitative study examined the perceptions of Pennsylvania school librarians about the role they play in providing copyright guidance to the students, teachers, and administrators in their school during the 2011-2012 school year. Using two electronic mailing lists for Pennsylvania school librarians, the researcher posted an email asking librarians to complete an online survey about copyright. The e-mail contained the link to the survey instrument. The 29 question survey, completed by 184 librarians, consisted of questions about the professional qualifications of the school librarians, the type of school in which the librarians work, and the librarians' perceptions about their role in providing copyright advice to students, teachers, and administrators. Finally, the survey contained a quiz with ten questions about common copyright situations encountered in K-12 schools. At the end of the survey, librarians were asked if they were willing to participate in a telephone interview to provide more information. Ten librarians were interviewed by phone. More than 80% of the librarians who participated in the study indicated that they provided copyright advice and/or instruction to students, teachers, and administrators in their school, indicating they saw themselves as a copyright resource for their school. Librarians reported they used many resources to learn about changes in copyright laws including books, listservs, web sites, colleagues, and conference workshops. It was not clear whether librarians with more experience knew more about copyright than their less experienced colleagues as evidenced by their scores on the copyright quiz. When asked about the resources that librarians used to answer copyright questions, they named people (professors, public librarians, and school technologists), copyright guides (books), and web sites, with most librarians indicating they used several different resources. As digital and print resources are easily created and duplicated, it is important that educators have a local resource they can use to get accurate information about classroom use of copyrighted material under the fair use doctrine. Teachers have a responsibility to model ethical and legal use of copyrighted materials and to help their students do the same. While this study shows that school librarians can and do serve as local copyright experts, more research is needed to confirm these results on a larger scale. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]