This descriptive qualitative case study explored the changing role of the reading specialist through various perceptions of professionals in the Neon Shadow School District. The purpose of the study was to explore what, how, and why the duties and responsibilities of the reading specialist have changed since first employed as an "intervention" teacher in 1963. Participants selected to interview were four reading specialists, four classroom reading teachers, three school administrators, and one school board member. Results from participant interviews and supporting literature demonstrated that the role and duties and responsibilities of the reading specialist have changed from a remedial teacher, instructing struggling students in a one-on-one capacity, to focusing exclusively on school and teacher leadership. Perceptions of the reading specialist among reading specialists, classroom reading teachers, school administrators, and the school board member differed depending on their understanding of what the position entailed. Recommendations for future studies were threefold: (a) expand research topic to include a larger sampling pool in the Neon Shadow School District; (b) compare perceptions of the reading specialist with other school districts in the State of Nevada; and (c) compare perceptions of the reading specialist with other school districts in the U.S. [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.]