Research on the role space of educational interpreters has historically focused on descriptions of tasks educational interpreters are engaged in during their work day. This case study uses role theory to examine the perceptions of administrators and teachers on the role space of educational interpreters. Through a series of qualitative interviews with 17 state administrators, district administrators, school administrators, general education teachers and teachers of the deaf, and a statewide questionnaire with 18 respondents the perceptions of the role space of educational interpreters in South Carolina are examined. Data from interviews and questionnaire responses are analyzed to determine common themes contributing to role ambiguity, role conflict and role overload for educational interpreters. Factors contributing to different perceptions among administrators and teachers include: the role metaphor ascribed to the educational interpreter; the status of the educational interpreter in the school system; definitions of who is perceived to be responsible for the education of deaf students; and whether the school district is in an urban or rural area. Findings reveal the perceptions of administrators and teachers in the educational system set the stage for a series of role conflicts and subsequent role overload for educational interpreters. Implications and some concrete future direction to making educational interpreting more effective are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]