This study explores the perceptions of teachers regarding the effectiveness of Response to Intervention (RTI[superscript 2]) and Teacher Support Team (TST; also known as Student Support team) frameworks in West Tennessee. The research investigates various facets such as teachers' familiarity with TST and RTI[superscript 2], adequacy of training, qualifications for implementation, effectiveness of the frameworks, special education eligibility criteria, weaknesses, and reasons for non-referral. A sample of 224 teachers participated in the survey, reflecting on their experiences and viewpoints. The findings suggest a notable shift akin to the adoption of TST over three decades ago, where teachers have embraced RTI[superscript 2] to provide intensive interventions and progress monitoring for students in need, aiming to prevent over-identification of minority students as disabled. Utilizing statistical analyses including, a two-way multivariate analysis of variance (MANOVA), and a two-way ANOVA the study offers recommendations to administrators and professional development personnel for future training and implementation of TST and RTI[superscript 2] procedures. This research contributes valuable insights to guide educational stakeholders in enhancing the efficacy of support systems for student success. [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.]