In this article, the authors describe an undercurrent to the school librarian's public professional narrative, a silent but steady divide between what should happen and what "does" happen. Increasingly, rich collaborative planning is the exception, not the rule. Many library collaborations, when they do occur, happen in minutes over faculty mailboxes or when passing in the hall. The authors go on to discuss the flexible-versus-fixed schedule debate, the thought that school librarians are building leaders, and their frequently minimized role in inquiry learning. Next they define what it means to be a good school librarian today through the following series of questions: (1) What does it mean to be great? (2) Does anyone really understand data? (3) What are the metrics--qualitative and quantitative--that define quality school librarianship? (4) Are school librarians setting themselves up to fail? and (5) What do librarians do that classroom teachers cannot? They conclude that school librarianship is at a critical juncture. Increasingly, schools can no longer fund comprehensive instructional programs. More and more public schools are being converted to librarianless charters. School librarians must ask if the dreams that began with "Information Power" can still be achieved.