The purpose of this research was to determine building administrators' perceptions of their role in literacy reform and how their perceptions may influence policy. This investigation utilized a mixed-methods approach through a Likert-style survey instrument that contained opportunities for constructed responses which was developed by the researcher and administered to K-12 public school building administrators throughout the state of Connecticut. These methods allowed for both the quantitative analysis of participant responses as well as deeper insights into their belief systems through coding, reduction of data, and the emergence of themes as supported through qualitative research methods. Results indicated that building administrators were conflicted regarding who should be primarily responsible for literacy reform, i.e., teachers or building administrators. Although they clearly stated their conviction that they hold a central role in literacy reform and believe themselves sufficiently involved, they were indecisive as to their personal comfort level in implementing literacy reform. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]