New roles and relationships are being proposed in the literature dealing with the restructuring of teacher education. The linkages called for among teacher education faculties, liberal arts faculties, and public school personnel will result in role definitions that are significantly different from those that currently exist. Role theory provides both a framework and a process for defining and analyzing roles and role expectations. Through analysis of expectations held for interacting roles, areas of ambiguity and potential conflict can be identified. When this analysis is not undertaken, consensus regarding role definitions can be assumed to exist when in reality it does not. If this misperception continues, it can prevent the development of viable relationships. This paper presents: a framework for analyzing role relationships based on role theory, a process for analyzing expectations for new roles or redefinitions of existing roles, and a process for resolving conflicts that emerge from this role analysis. The process is illustrated by suggestions on its application in a specific context by those involved in defining roles for a professional development school. The positions selected to illustrate the application are: college-based teacher educators, school-based teacher educators, and parent/community groups. The conflict resolution stage is taken from Alan C. Filley's integrative decision making approach. Directions for a group process experience and a worksheet are included. (LL)