The implementation of Multi-Tiered System of Supports (MTSS) has been successful in multiple elementary systems across the United States. Providing three tiers of support for students struggling academically, social-emotionally, and behaviorally in the classroom setting and created success for many students until they reach the secondary level, where MTSS often is not implemented. For secondary schools, the implementation of MTSS has not been as successful. Secondary teachers often note difficulties included understanding data from different sources, what sources are available, and how it applies to interventions and student progress or growth. Other areas of concern included the lack of intervention blocks that are common in elementary levels, having students for less than 50 minutes a day, the number of students they have on their rosters in comparison to elementary teachers, limited classroom-based assessments and how to apply it within their classrooms. This study employed qualitative narrative analysis to better understand the difficulties with implantation of MTSS at the secondary level. Purposeful sampling was conducted for semi-structured individual interviews. Participants discussed their experiences with MTSS and its implementation within secondary schools through guided conversations. A two-cycle coding approach was utilized beginning with a deductive coding approach based on literature reviews and common themes that interfere with interventions at the secondary level. The second cycle was inductive analysis through in vivo coding allowing the participants' narratives to appear. Through the interview process, four main themes appeared: secondary education culture, specifically accountability, understanding and using data from different sources, lack of intervention blocks and having students for less than 50 minutes a day, and the number of students they have on their rosters in comparison to elementary teachers. They also noted that decisions for students were not necessarily based on a lack of understanding of data, but where to find data, including classroom-based assessments, and how to apply it within their classrooms. The results of this study are vitally important in the implementation of interventions and student support in secondary education. [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.]