In the dynamic realm of virtual education, the successful execution of Multi-Tiered Systems of Support (MTSS) becomes essential for promoting student achievement. This study examines a particular aspect of this educational framework, explicitly investigating the teachers' perceptions of the fidelity of implementing an MTSS framework within an online middle school environment. MTSS is a significant advance in evidence-based practices for improving learning outcomes. However, most school districts find it challenging to maintain elevated levels of fidelity in the implementation of each framework element. Without following the implementation process, it is difficult to determine the main cause of poor academic achievement and performance. This undermines the effectiveness of the MTSS framework. This mixed methods study aims to examine the teachers' perceptions of the fidelity of implementation of the elements of the MTSS framework within a cyber school. Examining teacher perceptions of fidelity of implementation can be a complex task, which is best measured through a mixed methods approach using Q-methodology. The study investigated the teachers' perceptions of which components, structures, processes, and practices facilitate and hinder the implementation of the MTSS framework. This research has been conducted within a middle school of a cyber charter school in Pennsylvania that has been open since 2002. The concourse statements for this study are adapted from certain sections of the Pennsylvania MTSS Needs Assessment, a survey formulated by the Pennsylvania Training and Technical Assistance Network (PaTTAN). This tool was created to assist district teams in evaluating the processes and frameworks that either facilitate or impede the creation of a MTSS. In addition to the statements within the Q-sort, an online survey was included which collected basic demographic data such as what grade level they currently teach, as well as their years of virtual teaching experience. Participants fell into four distinct groups related to their perspectives on the fidelity of MTSS: "This is Why We Can't Have Nice Things"; "Long Live"; "Mastermind"; and "You're on Your Own Kid." Those participants that were outliers and did not fit into a specific factor will be referred to as "Glitch." Teachers believed that Teaming Structures and Shared Leadership had a more pronounced influence on implementing MTSS in a virtual environment than other processes and practices. Teachers reported the value in collaboration and consistent support from leaders to increase the effectiveness of the MTSS framework. These findings emphasize the importance of cultivating distributed leadership and robust collaboration to achieve high fidelity in the implementation of MTSS within virtual middle schools. [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.]