This final report, which completes a 3-year evaluation of the educational impact of the appointment of full-time trained teacher-librarians (TLs) in New Zealand schools, focuses on the 1989 experiences of 38 trained teacher-librarians and provides reflections on the total period 1987-89. Information was gathered through a combination of school-based interviewing and mail questionnaires. The emphasis throughout the project has been to assess educational impact qualitatively in such areas as the TL's role in promoting resource-based learning strategies in teaching programs, in increasing access to and quality of resources, and in encouraging professional development in schools; some quantitative information is included to illustrate the TL's role in increasing the diversity and use of research materials and resources. In their general assessments of their 1989 experiences, the TLs offered largely favorable ratings although some disappointments persisted for nearly all TLs as a result of inadequate appreciation of their role, or inadequate levels of material or ancillary support. Collaborative teaching continued to be central to the TL role, and planning was critical to its success. For the majority, a strategic management plan remained central to planning for short-term and long-term goals. Libraries in schools with a TL had all benefitted from having a trained full-time professional overseeing the upgrading and development of resources, and comments from heads and principals of schools with TLs were very supportive of the role. However, optimism about the future of the TL role was tempered by uncertainty about future funding and the suspension of training in 1989. (BBM)