This action research study explored first and second grade classroom teachers' knowledge of oral language development and interventions for students at-risk of an oral language delay. This was accomplished through collaboration between a speech-language pathologist and classroom teachers. The data was aligned with assessments, the Response to Intervention process, and application of specific oral language development interventions for students who may be at-risk for an oral language delay. It was determined that classroom teachers benefited greatly through small group collaborative sessions with a speech-language pathologist. The Response to Intervention model requires teachers to have a deep understanding of oral language development to be able to identify possible language gaps that may impact literacy and academic success. The study determined that more pre-service training in oral language development as well as collaborative professional development between classroom teachers and speech-language pathologists is beneficial. [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.]