Response to Intervention (RTI) is a complex initiative which requires the ongoing support and communication of multiple stakeholders (e.g., teachers, administrators, support staff). The purpose of this paper is to examine RTI and direct application of the framework with public school practitioners. The paper is separated into several sections. First, critical components of the RTI framework are defined and reviewed in the existing literature. Second, the author will compare and contrast personal, anecdotal observations with the existing literature to explore gaps between research and practice in implementing schools. Finally, the author will discuss the impact of the divide on students with and at-risk for learning disabilities. Implications for practice and suggestions for future research will be discussed.