This assessment of the extent to which teacher-librarians in Australian primary schools are actively involved in curriculum development compared two Australian states, including both metropolitan and country regions, to determine whether observations made in Victoria were substantiated by the data collected, and whether this situation was paralleled in New South Wales. A review of the literature revealed that information about what Australian primary school teacher-librarians actually do is very limited, although a plethora of articles exist about what they ought to be doing. A survey instrument sent to 80 primary schools in Victoria and New South Wales was designed in diary form to enable the participating teacher-librarians to fill in the tasks they performed each day over a 2-week period, and interviews were held with selected teacher-librarians and principals to gauge their attitudes about the role of teacher-librarians within education and to identify some of the difficulties they face in implementing the role as recommended in the literature. It was concluded that teacher-librarians are generally underutilized and undervalued as a resource for excellence, but that recent significant changes in the New South Wales Education System may affect the role of teacher-librarians in that state. A summary of the research findings and an outline of future needs for primary school libraries and teacher-librarians based on these findings conclude the report. A sample diary page is included. (39 references) (SD)