Secondary schools are implementing response to intervention (RtI) for mathematics but with limited research or guidelines. This study addresses the shortage of research regarding RtI in mathematics for secondary schools through the exploration of the effect of a Tier 2 math lab on the mathematical performance of seventh-grade students across one academic year. Through a quasi-experimental pretest-posttest nonequivalent group design, the researchers examined intact groups of students receiving Tiers 1 and 2 and students just receiving Tier 1. When comparing students who received Tier 2 to students only receiving Tier 1 services, the researchers found no statistical significant difference. The two groups did not differ on the posttest on the number of problems accurately solved or the number of problems attempted regardless of accuracy.