Response to Intervention (RtI) is a three-tiered model utilized by teachers to support students. The first tier represents instruction and services provided to all students at the classroom level. The second tier focuses on short-term instruction for small groups of students, and the third tier centers around the most intensive level of instruction. The purpose of this study was to explore elementary teacher perceptions of effective RtI implementation, identify effective practices to support RtI implementation, and make recommendations to school districts regarding best practices for developing and supporting RtI programs. The theoretical framework used to design the study was Constructivist Theory, which supported the need for active participation in implementing effective RtI practices. The research questions sought to explore perceptions of teachers regarding the lived experiences of elementary teachers utilizing RtI. The design of the study collected perceptions through interviews. Discussion of the findings would be beneficial to district leaders seeking to implement effective RtI practices. [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.]