Two studies were conducted to examine the difference between the roles of resource teachers as proposed in the literature and the actual allotment of time in practice. Studies involved 101 graduate students in a university resource teacher training program and 371 resource teachers in the public schools. Findings confirmed previous conclusions that resource teachers are devoting minimal amounts of time to the indirect service roles of consultation and inservice with regular teachers. No significant differences existed in the consultation activity undertaken by Ss at various degree levels. Demonstration teaching time was the only variable that correlated somewhat with amount of time devoted to consultation. Findings emphasized the desparity between the literature models and actual practice. Implications for higher education include the selection of appropriate persons to enter resource teacher training, while implications for public schools include the need to operationalize a philosophy that stresses the consultative function of resource teachers and the provision of administrative support for such a role. (CL)