Fewer than half of all students across the nation qualify as proficient readers. Compounding this problem are the underlying challenges to students and their teachers of learning disabilities and dyslexia. Professional development courses can help teachers address these deficiencies. The purpose of this study was to determine how graduates of the University of Florida (UF) Dyslexia Certificate program used (1) assessment measures, (2) intervention goals, and (3) instructional strategies learned in the program within their schools' multi-tiered systems of support (MTSS/RTI) and response to intervention (RTI) settings. The overarching research question was this: How do teachers who graduate from the program, who are thoroughly trained to conduct tiered interventions within an evidence-based structured literacy platform, navigate the MTSS/RTI process in their schools? The five certification courses that comprise the Dyslexia Certificate program were designed in accordance with the International Dyslexia Association Standards. A select cohort of graduates of the UF program were invited to participate in the study, public school elementary teachers, reading interventionists, reading coaches, and other teaching professionals. A survey of multiple-choice and open-ended questions was distributed in a survey format. Multiple-choice questions, created on a Likert-type scale, were used to collect quantitative data on participants' frequency of use and context for using (1) assessment measures, (2) intervention goals, and (3) instructional strategies that were part of the program. Data showed that the most frequently used assessment measure across all tiers was the CORE Phonics Survey, followed by the DIBELS Oral Language Fluency subtest. The most frequently used intervention targets were word reading, followed by text reading fluency. The most frequently used instructional strategies were multisensory, followed by regular word-level strategies. The open-ended questions were used to gain an understanding of how participants used instructional practices in their respective settings relative to successes and barriers associated with implementing these practices. Analyses of participants' survey data underscored the UF Dyslexia Certificate program's success in providing teachers and other educators with evidence-based structured instruction for assessing and teaching students who struggle with learning to read. As emphasized by some participants, central to educators' success is the support of school leadership to ensure that teachers are trained in data-driven structured literacy curricula that are used with consistency by all teachers involved in reading instruction. [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.]