"Response-to-Intervention" (RTI) refers to a framework for providing support to struggling learners in the general education setting. To date, RTI models have focused primarily on reading intervention and typically utilize a three-tier approach. RTI models are designed to provide high-quality instruction using evidence-based best practices, progress monitoring that is expected to reveal students' resistance to this high quality instruction, and an instructional scaffold that becomes more responsive to student needs as assessments indicate. Students who struggle even when the use of best practices has been documented and instruction has been adjusted to meet the students' needs over time may need more intensive instruction than general education can provide. Much the same as the push for inclusion necessitated that the role of special and general educators change to better meet the needs of students with disabilities in inclusive settings, the increase in use of RTI models will likely necessitate a change in how both special and general educators respond to the needs of struggling students before they are considered for special education services. Drs. Bryant and Barrera were asked to participate in this discussion because of their experience and expertise in the areas of special education and RTI models. Diane Pedrotty Bryant is a professor in the Learning Disabilities/Behavior Disorders program and a fellow in the Mollie Villeret Davis Professorship in Learning Disabilities in the Department of Special Education at the University of Texas at Austin. Manuel Barrera is a research associate at the National Center on Educational Outcomes (NCEO) at the University of Minnesota and incoming director for research at the Minnesota Minority Education Partnership. In their interview, Drs. Bryant and Barrera talk about how they see RTI as changing the role of the special education teacher and other issues concerning the use of RTI in the classrooms.