This study investigated the impact of professional development support structures for enhancing teacher mastery of Response to Intervention (RTI) in an urban elementary school setting. With a focus on effective implementation strategies, the research explored the role of tailored professional development initiatives in equipping educators with the knowledge and skills necessary to adeptly navigate the challenges of RTI. The action research study employed qualitative examination of participant experiences. Findings indicated that targeted professional development, coupled with robust support mechanisms from leadership, positively influenced teacher competence in executing RTI practices. The research contributed valuable insights into designing and implementing professional development mechanisms that empowered educators in urban contexts to effectively address diverse learning needs, fostering a more responsive and inclusive educational environment. [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.]