This study sought to identify differences and similarities between principals' and teachers' perceptions of the elementary reading program and staff development. Subjects of the study were 245 primary and intermediate teachers and 51 elementary school principals. Data for the study were gathered by means of two sets of questionnaires which were administered to the subjects. The first question asked if teachers' perceptions of the principals' involvement in the reading program were similar to the perceptions of the principals. The second question asked if principals had similar perceptions to teachers with respect to staff development needs. Results indicated that teachers perceived principals to be less involved in the reading program than principals perceived themselves to be. Principals viewed staff development needs to be greater than did the teachers. Copies of the questionnaires are appended. (JD)