In response to concerns about the adequacy of the preparation provided for reading specialists in light of the duties spelled out for them in a 1977 Wisconsin statute, a study was undertaken to obtain perceptions of the responsibilities of reading professionals from Wisconsin school administrators and reading specialists. A total of 253 administrators and 253 reading professionals (59% response rate) completed a survey form on which administrators indicated their perceptions of the importance of each of 36 items, while reading professionals indicated the adequacy of their training for each item. The items were related to reading teachers' credentials and experience and to their job, interpersonal, administrative, and coordination skills. Analysis of the results revealed a wide discrepancy between the high importance attached to all the items by administrators and the self-perceived adequacy of the reading professionals' training. There were only two items for which the ratings reflecting adequacy of training were higher than the ratings reflecting the importance attached to the items by administrators. (GT)