Background: The role of speech and language therapists (SLTs) in supporting literacy in Ireland is especially timely to consider given the expansion of multi-tiered systems of support and the increased provision of structured literacy instruction in schools. To advance SLT–teacher collaboration in literacy, we must first explore Irish SLTs’ perspectives. Do they perceive themselves as having the required skills and confidence to support both children with literacy difficulties and the teachers who work with them? Aims: This study aimed to explore Irish SLTs’ current practice and confidence in supporting literacy, as well as their readiness to collaborate with teachers to enhance children’s literacy outcomes.