This study was carried out to investigated the role of teacher-librarians in classroom instructional management in Enugu State, Nigeria. The descriptive survey design was adopted for the study. The sample size of the study is 1,196 teachers. The instrument used for data collection was the Classroom Management Instructional Skills for Teaching Questionnaire (CMISTQ). The reliability of the instrument was 0.79. The data collected in the study were analyzed using mean and standard deviation. The findings of the study show that the role of teacher-librarians in classroom instructional management include: working with other staff to ensure information literacy outcomes are a major school focus; being involved in curriculum planning and school curriculum committees; raising staff awareness of the need for pupils to acquire information skills and of the importance of resource-based learning in developing these skills; promoting the use of the information process as a framework for the development of information skills and as the basis for systematic monitoring of pupils' development as information users; among others. Based on the findings, the researchers recommended that teacher-librarians should be given ample opportunity to participate in classroom instructional planning and management.