The purpose of this study was to determine if a lag existed between the theoretical instructional role of design and consultation as described in library literature and standards and the instructional role practiced by school library media specialists. The population for this study was the 128 library media specialists of the DeKalb County Public Schools (Georgia). A three-page questionnaire was developed containing 18 taxonomy and taxonomy-related statements describing different aspects of the instructional role. The subjects rated the role statements as to their perceived importance and to the extent of practice. Frequencies and percentages of the responses were analyzed to answer the research questions. Responses were received from 65% of the participants. The results of this study indicate that there is a discrepancy between the theoretical instructional role of design and consultation and the instructional role being practiced by the DeKalb school library media specialists. Even though the data showed that the majority of the respondents perceived the instructional role as important or very important, less than 10% indicated that they practiced the role to a great or very great extent. Further study is needed to determine why more media specialists are not practicing the role and to determine ways to increase the practice of the instructional role mandated by the standards for school library specialists. Copies of the survey questionnaire, the Library Media Specialist's Taxonomy, the cover letter, the Loertscher Taxonomy, and respondents' comments from the questionnaire are appended. (49 references) (Author/MAB)