The purpose of this study was to examine the role expectations and role adequacy of classroom teachers in art, music, and physical education programs in selected schools, as well as teacher perceptions of the specialists' roles in these subjects. Two different staffing arrangements were examined: (1) schools employing consultants in art, music, and physical education; and (2) schools employing specialists to work with teachers. The effectiveness of each staffing arrangement is examined. The way teachers react to such arrangements and how the arrangements influence teacher perception of their work is analyzed and discussed. (JD)