The purpose of this action research was to determine a cycle of identification and implementation for evidence-based strategies to be implemented in the classroom for Tier 2 and Tier 3 instruction along the Multi-Tiered System of Supports (MTSS) framework. The research questions guiding the study focused on leaders' perceptions of effective strategies, teachers' perception of efficacy with regard to providing tiered instruction, and supportive measures to maintain a perpetual cycle. The following themes emerged from an analysis of the data collection: Personal Professional Development, Clarity of Sources, Clarity of Resources, and Time Efficiency. The findings expose four areas to address when implementing a cycle of evidence-based strategies specific to tiered instruction. Personal professional development speaks to the acquisition effort on the part of the individual. Clarity of sources addresses the need to define parameters of research. Clarity of resources describes the need for curiosity about, unification of, and fidelity with available resources. Finally, Time Efficiency underlines the key element by which all measures must be measured. [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.]