This article presents the authors' response to Sharon Vaughn and colleagues' article "Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention." In Vaughn et al. article, a study in which they provided professional development to content area teachers, with the goal of integrating vocabulary and reading comprehension instruction throughout the school day in Tier 1 was described. With this ambitious randomized control trial, they examined the efficacy of a response to intervention (RTI) Tier 2 intervention at sixth grade. The authors conclude that Vaughn et al. do an admirable job of discussing and contextualizing these findings, and they clarify another factor possibly contributing to their modest result: A disproportionate number of students in the business-as-usual condition received a second level of prevention activities designed and implemented by their own schools.