The 1998 revision of the "Information Power" guidelines focuses on building partnerships for greater student learning. While not a radical departure from the previous edition, the recent document emphasizes both greater collaboration and leadership and increased involvement with the technologies of information and learning. This study examined whether teacher education programs are preparing tomorrow's teachers to expect and accept the redefined role of the school library media specialist. It involved the development and administration of a scale to assess pre-service teachers' beliefs about the role of the school library media specialist. The results of the pilot study reported here are preliminary but suggest that, while pre-service teachers distinguish three distinct sets of functions, they place more emphasis on those functions associated with information access and delivery than on those related to learning and teaching. Furthermore, pre-service teachers do not appear to understand the role areas of learning/teaching and program administration. (Author/MES)