Educational Technology (ETEC) professionals in the United States (US) fill multiple roles in public school systems. While these roles can be classified into broad categories, what remains unclear are the expectations and priorities for the completion of these roles and the tasks associated within each role category. In order for ETEC professionals to be successful, they need clear guidance on what their performance expectations and prioritized roles should be. This research seeks to add clarity regarding expectations by surveying K-12 building administrators to identify perceptions of ETEC professionals within their schools regarding their actual and ideal performances relative to eight role categories. Results indicate that these US building administrators place high importance on the Technological and Administrative Communication categories. The data also show that there is a significant gap between the ideal and actual performance expectations of ETEC professionals in all eight role categories, but most demonstrably within the Instructional Support and Teaching/Training categories. Results also signal the desire for ETEC professionals to focus more on training and collaboration with teachers regarding technology integration within classrooms. This suggests that administrators want ETEC professionals to complete more instructional tasks than they currently perform. Findings from this study hold implications for the training of ETEC professionals and can potentially inform the curriculum of educational technology preparation programs in the US and beyond.