The purpose of this study was to examine teachers' perceptions of their Response to Intervention (RTI) skills as they relate to assessment, instruction, and intervention. "The Perceptions of RTI Skills Survey" was distributed to 138 elementary general education teachers in ten elementary schools in six rural school districts, and ninety returned their surveys to rate their skills levels in assessment, instruction, and intervention to determine if they possess the skills necessary to implement the RTI framework/model. For this quantitative research study, one-way between-groups Analysis of variance (ANOVA) and Kruskal-Wallis Test were used to analyze the data. The results revealed there were statistically significant differences between teachers' perceptions of their RTI skills and their professional attributes (i.e., highest degree earned, quality of support system, professional development hours received). However, there were no statistically significant differences between teachers' perceptions of their RTI skills and their personal attributes (i.e., gender, ethnicity), professional attribute (i.e., years of teaching experience), and their schools' AYP status labels. Overall, the elementary general education teachers believed they have RTI skills, but they still need support. [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.]