The purpose of this qualitative, semi-structured interview study was to explore the role of a reading interventionist within an elementary school setting to help bring increased clarity to the responsibilities of a reading interventionist. Research questions focused on the role and impact of reading interventionists when working with developing readers at the elementary level. Twelve reading interventionists from around the United States participated in the interview. Data sources, including transcribed audio recordings, follow-up questions, and memos, were used. The elementary schools implemented a Response to Intervention/Multi-Tiered Systems of Support model in which reading interventionists focused on Tier 2 and Tier 3 students. They had multiple duties and responsibilities within the school, including working with all school personnel and providing data sources to drive intervention. Limitations included having all female interviewees and limited participants due to emotionally and physically demanding times in teaching. We recommend that administrators acknowledge the heavy workload expected of reading interventionists and provide the proper training to support students and staff adequately.