The purpose of this study was to explore differences in teacher perceptions of RTI based on years of teaching experience and educational setting, and the correlation between teacher perceptions and student performance on the third through eighth grade MAAP ELA and mathematics assessments. Data was obtained directly from participants, utilizing a mixed-methods survey instrument. The survey instrument was sent to the participant population through an email from their school principal and contained a link to the web-based version of the survey instrument. Data collected from participants included demographic information, and responses to Likert-type items and qualitative items regarding the RTI processes in their schools. There was one school district selected for this study and a total of 90 participants. Findings from this study indicated that while there was no significant difference in teachers' perceptions of RTI processes in their schools based on the teachers' current educational setting, there was a statistically significant difference in the perceptions of teachers based on their years of experience for all domains and by domain. There were statistically significant differences in six groups of years of experience. Additionally, findings from this study also indicated that there was no correlation between teachers' perceptions of RTI processes and student performance on third-eighth grade MAAP assessments for ELA and mathematics for all domains and by domain. Data was also analyzed for each research question excluding high school participants. School districts may use this information to develop ways to improve guidance and support provided to teachers throughout the implementation of RTI. [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.]