Research from the field has indicated that when a multi-tiered system of supports (MTSS) is implemented within education settings, these data-driven frameworks can promote positive student academic and behavioral outcomes, as well as safe and optimal school climates (Ockerman et al., 2012, Sugai & Horner, 2009; Ziomek-Daigle, 2016). As school leaders and advocates, school counselors should understand MTSS and play a leadership role in the development, implementation, and support of such frameworks within educational settings (ASCA, 2014; Goodman-Scott, 2014; Goodman-Scott et al., 2016; Ziomek-Daigle et al., 2016). This study explored the implementation of professional development on the neurosequential model of education (NME) within a middle school MTSS team setting using practitioner action research. Through a continual five-month training series of NME, the perceptive lenses through which the research participants observed and responded to their needs, the needs of others, and the needs of the educational system for which they served were investigated. This study has implications for the field of educational theory and practice (Anderson et al., 2007) as well as the vital role of the professional school counselor as part of these multi-tiered system of support teams. [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.]