The evolution of the role of secondary school resource teachers, introduced in Queensland (Australia) in 1974 was examined through findings in research literature, interviews with key school personnel, a survey of resource teachers, and case studies of four schools. Data were collected from 1976 to 1978. The resource teacher program was introduced to provide appropriate learning experiences in the classroom for students of varying academic abilities. The program was needed because of a newly reorganized comprehensive state secondary school system, which created larger, more diverse classes. Experienced teachers were trained as resource teachers, in accordance with recommendations of the Joint Advisory Committee on Secondary Education, but suffered from the committee's unfamiliarity with the introduction of large-scale changes and the lack of role specificity. Through questionnaires, resource teachers described their duties and the amount of time they worked with individual students, groups of students, teachers during class, and as regular classroom teachers. By 1978 a desire to become more involved with class activities was seen, and lack of school support was often noted. Four types of resource teachers were identified, based on the amount of time spent with students in class as opposed to time spent teaching in a special resource classroom. Four schools that exemplified these models were chosen for case studies; observations and questionnaires focused on resource teacher roles, responsibilities, and needed changes. Inadequate planning accounts for many of the problems that beset the program. (FG)