This qualitative case study examined the experiences from the professional development provided to four novice sixth grade teachers who employ reading interventions during Tier 2. Response to Intervention (RTI) is a systematic process that provides academic reading support to students through targeted interventions. RTI, when implemented effectively, reduces the number of students being identified for special education services. The purpose of this study was to examine the perspective of 6th grade novice teachers' training in Tier 2. The four public school teachers were interviewed after school and observed during their Tier 2 intervention block. Few studies have looked at the insights of sixth grade teachers and how their training impacts their teaching, collaboration with colleagues, and teacher relationships. The results of this study revealed that four teachers who are provided professional development in Tier 2, resulted in favorable instruction and relationships with fellow colleagues. The training provided has built relationships and created an atmosphere where teachers collaborate to support the students. Recommendations for further research are provided. [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.]