Current reform initiatives often call for facilitators to work with teachers and administrators in the change process. Although this facilitating position is becoming more common, little is currently understood about specific purposes of this role and the forms it might take. This study examines the work of four facilitators involved in five different successful reform programs focusing on early reading intervention (Success for All, Reading Recovery, Literacy Program, Eclectic School Program, and the State Standards Project). These facilitators are instrumental in different approaches to reform ranging from externally adopted to internally developed interventions. Findings examine the different roles of facilitation as viewed by the facilitators themselves (based on data from interviews) in relation to these different approaches to reform. Common issues and dilemmas are examined. Contains 23 references and 2 figures. (Author/RS)