In this article, we explore and identify the varied roles that have been assigned over time to the master reading teacher at the secondary level. Despite the fact that there are fewer master reading teachers (MRTs) at the secondary level, they are often required to take on even more responsibilities than MRTs at the elementary level. Secondary MRT roles have included working as a reading interventionist and instructor, reading coach, and school liaison to homes and community. Additionally, secondary MRTs also take on the role of content/disciplinary reading expert. Based on our literature review, we argue that the wide-ranging and multi-faceted roles assigned to the secondary MRT may not be the best deployment of responsibilities. We suggest that the roles of the secondary MRT be re-examined for the purpose of defining specific and limited roles and responsibilities to be assigned to these professionals so as to maximize their effectiveness within those identified domains of responsibility.