The identification of students with specific learning disabilities has evolved since the reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA) in 2004. This reauthorization gave state agencies parameters that disallowed using the severe discrepancy model for identification as a stand-alone method. In response to this change, Michigan provided Intermediate and local school districts with further guidance that disallowed the use of the severe discrepancy model for identifying children with Specific Learning Disabilities (SLDs) and instead required Intermediate School Districts, on behalf of their local districts, to choose one of three methodologies, including Patterns of Strengths and Weakness (PSW), Multi-Tiered Systems of Support/Response to Intervention (MTSS/RTI) or a combination based approach which includes both the PSW and MTSS/RTI models. Research within the field of Special Education is robust, and the various methodologies utilized for identifying students with SLDs continue to be highly debatable (Fletcher & Miciak, 2019; Hale et al., 2006; Maki & Adams, 2020). As research within the field of special education continues to contest the benefits and challenges of the utilization of the various methodologies for the identification of SLD, states and school districts must decide which route for identification best meets the needs of the students and districts they serve. In 2016, as a result of a need to promote the coordination of systems-based approaches along with supporting the improvement of outcomes for students with disabilities, the Michigan Department of Education (MDE) began a project with the National Implementation Research Network (NIRN), which partnered with two Intermediate School Districts to implement the Transformation Zone (TZ). While this project was designed to implement systems of support for all students at the state, regional, and local levels and not address the challenges of SLD identification, this study aimed to examine whether post-participation in a comprehensive system change framework focused on MTSS impacted the SLD identification rates in participating districts. This study also analyzed various levels of the educational system as it sought to examine whether there was any change in the eligibility rates over the last ten years in the area of SLDs across the State of Michigan. Analysis for this quantitative study included descriptive statistics, ANOVA analysis, and Chi-Squared analysis to answer the research questions. The results of this study supported the understanding that, over time, SLD identification rates have continued to decline statewide; in addition, the implementation of a comprehensive system of support that focuses on systems of intervention can delay the need for special education for students when appropriate and identification rates for SLDs continue to be more prevalent in males versus females. This study also found a relationship between participation in the TZ, including a robust alignment of MTSS/RTI and a lower identification rate of students as SLD. Recommendations are included for further research within the field to understand the long-term impact of comprehensive systems of MTSS/RTI and the identification of students with SLDs. [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.]