The state of Texas has been cited through the U.S. Department of Education under the Individuals with Disabilities Education Act (IDEA) as failing to identify students under the Child Find component of the law using Response to Intervention/Multi-Tiered System of Support (RtI/MTSS). The purpose of this basic qualitative study was to identify teachers' current knowledge of the Child Find component of IDEA and their perceived barriers to RtI/MTSS implementation in Houston middle schools. Ely's conditions of change theory grounded the data collection and analysis to better understand the middle school teachers' perceived barriers regarding their schools' RtI/MTSS implementation. Interview questions supported the research questions by identifying how middle school educators currently implement RtI to identify struggling students for special education evaluation, and the educators' perceived barriers to RtI implementation. Nine middle school teachers were interviewed regarding their perceived barriers to implementing RTI in their middle schools. The transcribed responses were analyzed using a priori, open, and axial coding to determine themes to answer the research questions. Key findings were improper implementation, not using evidence-based interventions/accommodations, lack of fidelity with implementation, lack of knowledge, lack of training, and a lack of support from school leaders. The results were used to provide research-based recommendations to overcome teachers' perceived barriers to improve the implementation of RtT/MTSS in the research setting. The recommendations could improve how school leaders and educators meet the needs of students to improve RtI implementation within the schools. [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.]