This study examines the role of the teacher-librarian as perceived by teacher-librarians themselves and by school principals. The specific problems addressed are: (1) whether there are differences in present perceptions of the teacher-librarian's role by principals and teacher-librarians; (2) whether the two groups have differing perceptions of the teacher-librarian's future role; (3) whether there are differences in the perceptions of the teacher-librarian's role between urban and rural principals and urban and rural teacher-librarians; and (4) whether there are differences in perceptions of the teacher-librarian role among teacher-librarians according to training, years of experience, and time allotment in the library. A list of 79 role statements organized into 7 role segments was derived from the literature and validated by experts. The list was submitted to a random sample of Alberta teacher-librarians and principals who checked each item according to the importance they attached to it. Results of the study disclose that there were significant differences between teacher-librarians and school principals in the importance they would currently attach to the five major role categories: selection, professional development, curriculum and instruction, utilization and promotion, and information services. Differences were also found between urban and rural principals, most notably in the importance they attach to the curriculum and instruction role of the teacher-librarian in the future. Study results are presented in statistical comparisons, numerous tables, and textual commentary. Copies of the questionnaire, study correspondence, and bibliographic references are included. (Author/THC)