This study explores the educational role of archivists and special collections librarians in providing instructional services aimed at undergraduate students. Twelve leading thinkers in teaching with primary sources are interviewed to provide insight on pedagogical strategies for undergraduates, assessment of instruction, and how archivists perceive themselves as educators. Findings suggest that although these professionals spend a lot of time teaching, they are hesitant to articulate their contribution to the classroom and to identify themselves as educators. (Contains 2 tables.)