This qualitative comparative case analysis aimed to examine the social, emotional, behavioral, and environmental factors that impact elementary students' ability to improve their academic skills. This research looked to identify the problem and the number of students struggling with academic, behavioral, and emotional concerns. Studies show that many different populations of students benefit from what MTSS offers, such as early interventions, improved academic performance, reduced bullying behaviors, improved social-emotional competence, reduced office discipline referrals, suspensions, and seclusion when the program is implemented with fidelity to its curriculum. These research questions were essential in understanding the skills needed by elementary students to improve academic proficiency: (RQ 1) What behavior structures exist for the students at the elementary level? (RQ 2) What support practices exist for the students at the elementary level? (RQ 3) What are the barriers in implementing the support system at the elementary level? (RQ 4) What are the challenges in implementing the support system at the elementary level? The research findings from the exploration cases reviewed and anatomized the findings concluded that teacher participation and practices are currently hindering the implementation of MTSS. The results of this study particularly pertain to one school building. Many of the identified benefits and concerns experienced in this school are supported by literature and therefore may hold implications for consideration in other systems implementing MTSS. [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.]