The itinerant service delivery model is used across the United States to provide services to young children (ages 3 years—6 years) with disabilities whose primary placement is a community-based early childhood program. Although this model is a common component of the least-restrictive-environment continuum of service delivery options, the roles and responsibilities of itinerant early childhood special education (ECSE) teachers are poorly understood. The purpose of the Delphi studies reported here was to examine the perceptions of diverse stakeholder groups (i.e., itinerant ECSE teachers, ECSE teachers who work with itinerants, parents of children served by itinerant ECSE teachers, and supervisors of itinerant ECSE teachers) regarding the key roles and responsibilities of itinerant ECSE teachers. Delphi methodology enabled the researchers to determine common and divergent perspectives among the four stakeholder groups. Results of this research indicate a wide disparity in the perceptions of the four stakeholder groups regarding the nature of itinerant ECSE teachers' roles and the associated responsibilities.