The goal of this study was to gain a better understanding of families' experiences as their children received additional support in reading activities at school within a beginning Response to Intervention (RTI) framework. Specifically, the experiences of three families from one pre-K through grade 5 elementary school in the Midwest are highlighted. A multiple case study methodology was used to listen to the voices of family members regarding their perceptions of their children's educational needs and about their relationship with the school within the context of the school's RTI program (Readers as Leaders). The aim of the study was twofold: (a) to learn from families their perceptions of their children's educational needs and how they were being met within their children's Tier 3, intensive intervention program within Readers as Leaders; and (b) to gain greater understanding of families' perspectives of their relationship with the school in the context of their children's participation and receipt of intense reading help within the school's RTI model. Teacher and principal interviews, as well as field notes and artifacts helped to triangulate the data presented in the current study. [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.]