Widespread instructional development (ID) activity in school media centers will remain more an ideal than a reality until school media specialists are knowledgeable in instructional development processes, are convinced that instructional development leads to optimum integration of media resources and instruction, and make instructional development activities a priority. Reasons for minimal instructional development activity by school media specialists include (1) few articles in professional literature directed to school media specialists; (2) ambiguity in instructional development definitions; (3) little indication of the parameters of the instructional development role for school media specialists; and (4) lack of acceptance of the instructional development role. Findings of three studies indicate the impact on instructional development activity of other variables such as media resources available and teacher/administrator perceptions. A chart of helping or hindering forces derived from these studies and an 18-item reference list are included in this paper. (Author/LMM)