This case study investigated the job responsibilities of district-level instructional technology specialists that related to curriculum work and the perceptions the specialists had concerning their job responsibilities and their relationship to curriculum work. Data were collected through document analysis, shadowing, interviews, and a focus group. A framework of curriculum themes and categories was created, which was then used to define instructional technology work. Instructional technology specialists were found to be engaged in many aspects of curriculum work. The individual and focus group interviews revealed factors the participants considered to be barriers to getting their work done. Recommendations are provided for overcoming these barriers and a call is made to reconceptualize instructional technology specialists as curriculum workers. (Contains 4 tables and 1 figure.)