The purpose of this study was to determine if a significant relationship existed between the variable of teacher's self-reported perceptions of Response to Intervention (RTI) and self-reported implementation of RTI with years of teaching experience. RTI can be defined as high-quality classroom instruction supported by research-based interventions to struggling students that have been identified by multiple data sources. It is a tiered system of providing instruction to close gaps in learning or provide further services, including special education, if interventions fail to work. General and special education teachers at four elementary schools in rural middle Tennessee were given an adapted online version of the Perceptions of RTI Skills Survey (PRSS), which also included demographic questions. Participants in this study were 25 elementary teachers in 1 of 4 Non-Title I schools. Data were obtained from the PRSS instrument and were broken into three factors: (a) Academic RTI, (b) Behavioral RTI, and (c) Data/Implementation. For the purposes of the current study, only Factors a and c were used along with the demographic question, years of experience. After Institutional Review Board (IRB )approval, the survey was sent to principals at the four elementary schools to be forwarded to teachers. Once the survey data were anonymously collected, the raw mean score for each factor was calculated and a correlation and regression analyses were completed for RTI perceptions and years of experience and RTI implementation and years of experience. The results showed no significant relationship between RTI perceptions and years of experience; however, there was a statistically significant relationship between RTI implementation and years of experience. Professional development, coaching, and teacher support are suggested when implementing RTI programs. [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.]