A literacy clinic is an ideal setting where research and exploration often lead to breakthroughs in reading remediation; that information can then be transferred to classroom instruction (Morris, 2003). Although it is clear that literacy clinics should be structured around what works for their student populations, there remains ambiguity pertaining to how to successfully manage and operate a literacy clinic. Common core roles and responsibilities for literacy clinic directors must be established so that universities can methodically create and proficiently maintain literacy clinics. Literacy clinic directors have a multitude of roles, from preparing reading teachers to providing clinical services to their student populations, but what explicit tasks are critical to success? The purpose of this investigation is to address the following research questions: (1) What are the most important characteristics and roles of literacy clinic directors?; (2) What are the relationships between characteristics?; and (3) Which trends are related to particular demographics? (Contains 1 table and 1 figure.)