The purpose of this study is to investigate teachers' perceptions of the functionality and effectiveness of the response to intervention model. Using a response to intervention (RTI) framework has become a priority for school district as they move to meet federal legislative mandates. Through this study teachers in the southwestern part of the United States in a single district, certified in General Education, Bilingual or English as a Second Language and Special Education in grades K-8 were surveyed, regarding their perception of administrative led or not, RTI teams. Teachers' perceptions regarding their knowledge of RTI teams and the three tiered process, adequacy of training, effectiveness of RTI teams and the three tiered process, eligibility requirements for special education, problems in the RTI process, and reasons for non-referral were examined. The present study used descriptive statistical analysis, Kruskal-Wallis and Mann Whitney, non parametric statistics to analyze the data collected from the perception survey. Information gathered in this study provided information to make recommendations for professional development, planning for effective implementation of RTI in schools, and future research. [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.]