Providing students and teachers with appropriate support is a pivotal component when it comes to improving student outcomes. Pre-Referral Intervention Teams (PIT) provide structured interventions and assistance for at-risk students. The purpose of this study was to answer the following research questions: (1) What are teachers' perceptions of their school's existing Pre-Referral Intervention Team program? (a) What do teachers believe and say about Administrator Involvement?; (b) What do teachers believe and say about Resources?; (c) What do teachers believe and say about Implementation and Program Fidelity?; and (d) What do teachers believe and say about Student Resources? The research study used a two-phase mixed-methods descriptive design to construct inferences about a group of teachers (N = 37) employed at one elementary school in Pennsylvania regarding their perceptions of their school's PIT. The quantitative instrument was a Likert-scaled survey, in the form of a questionnaire, to elicit teacher perceptions. The qualitative instrument utilized a focus group and a group interview. The focus group and interview were conducted to gain a deeper understanding of teachers' perceptions of the PIT program. Through the results of both the quantitative and qualitative data, there was evidence to suggest that teachers view Administrator Involvement and Resources as the most important factors impacting their perceptions of the PIT. [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.]