Multi-Tiered System of Supports (MTSS) is a framework that incorporates assessments and interventions to reduce behavior issues and increase student achievement. Schools utilize Response-to-Intervention (RTI), a multi-tiered approach, to support students with academic and behavioral needs. School and district leaders in rural contexts face challenges apart from their urban and suburban counterparts. Teachers in a rural middle school in the southeastern United States have limited access to targeted professional learning. The purpose of this collaborative action research case study was to explore effective leadership strategies for developing, implementing, and monitoring the effective implementation of the MTSS Framework. Through the development of a targeted professional learning plan and the formation of professional learning communities, school and district leaders successfully developed strategies and interventions to enhance the implementation of a multi-tiered system of supports. [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.]