This article reports on the results of a survey examining the perceptions of university faculty regarding the importance of graduate programs preparing reading specialists for a leadership role. The results of the survey indicate that slightly more that half of the programs require a leadership course and less than half of the reading specialist candidates in those courses are required to complete a practicum where they actually work with classroom teachers in a school setting. Respondents indicated that reading specialists should serve as leaders in schools, indicating a need to examine what we are currently offering and what we should be offering. (Contains 5 tables and 1 figure.)