School librarians are in a time of great change. Their positions, across the United States of America, have been cut in recent years. School librarians must find a way to gain the support of school library stakeholders in order to survive library attrition. The purpose of this descriptive phenomenological study was to explore school library stakeholder perceptions about the roles of the school library and school librarian on one pre-kindergarten through eighth grade school campus in Louisiana. For this study, school library stakeholders are defined as school administrators, classroom teachers, parents, and students. This descriptive phenomenological study sought to answer the questions: How are the roles of the school librarian and school library perceived by school stakeholders? How do the school stakeholders' perceptions compare to the American Association of School Librarians' (AASL) definitions of the roles? The findings from this study suggested that school administrators' and classroom teachers' perceptions about the role of the school library and school librarian align with AASL definitions while parents' and students' perceptions do not mirror the AASL definitions. [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.]