This paper discusses the ambiguity which characterizes the role of the reading consultant in the public school. Instead of assuming the quasi-administrative role which is traditional, the consultant should be made a special administrator with power equal to that of the building prinicpal; he or she should fully understand the forces operating within the school environment. A broad knowledge of both reading methodology and theories of administration is recommended. In addition, the consultant should assume a helpful stance, to facilitate the clients' progress toward mutually established goals. (Author/KS)