Curriculum reform across Canada resulted in a new commitment to resource-based learning. Not only is the provision of resources important but also the development and implementation of resource-based programs, which are initiated by teacher-librarians and planned cooperatively with classroom teachers. This study addresses the relationship between the presence or absence of an effective library program in the school, the ability of that school to implement a resource-based teaching/learning program, and the role of the teacher-librarian in program planning and implementation. Principals, teachers, and librarians responded to a survey on the following: (1) policy and procedures; (2) instructional strategies; (3) awareness of and commitment to school library use and communication among the 3 groups; (4) cooperative planning and teaching; (5) expectations of, attitudes towards, and beliefs about understanding of school library services; (6) the role of the school library; and (7) the role of the librarian. Findings show that although schools where qualified teacher-librarians are scheduled at least half-time are best able to provide the essential support for resource-based teaching and learning, there is no agreement among principals, teachers, and librarians on the role of the library and librarian in resource-based programs. Experience and qualifications of principals and teachers made little difference in their responses, indicating that training is required to change their attitudes about the benefits of school libraries. A copy of the questionnaire is appended. (Contains 18 references.) (MAS)