Response to Intervention (RtI) is a tiered system that is designed to provide varied levels of support to students that may be at-risk for learning disabilities. These interventions are adjusted for students based on their progress and associated data. For students that are nonresponsive to interventions over time, a special education evaluation may be necessary. This quantitative study examined elementary teachers' perceptions of RtI and the special education evaluation process. Along with these perceptions, the teachers' demographic information was also collected. This information included their teaching role, grade level, years of experience, and level of education. This study found that teachers largely have positive perceptions of RtI and its connection to special education evaluations. One concern for the participating teachers was the level of training they received to support students that require interventions. Several significant differences were identified in the teachers' perceptions based on their demographic information. Further research on secondary teachers' perceptions and teachers from other geographic regions is recommended to gain more thorough data on this topic. [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.]