In a rural Georgia school district, the multi-tiered system of supports (MTSS) framework has been formally implemented and facilitated by system-level coordinators for a 4-year period. As the 2021-2022 school year started, the district began the process of transitioning the leadership of the MTSS process to individual school-level teams and administrators. The problem that was addressed through this study is the inconsistent implementation and continuous improvement of the MTSS framework along with the supports that are needed as the transition is made from system facilitation to school-based teams. The purpose of this qualitative study was to explore teacher and administrator perceptions of the supports and resources needed for school-based implementation. The 13 interviews with MTSS team members for this basic qualitative study were centered around the MTSS Fidelity of Implementation Rubric. Using NVivo coding, the following three themes emerged: inconsistent understanding, inconsistent implementation, and lack of consistent support. Based on these results an MTSS handbook and 3-day professional learning workshop to guide consistent implementation and continuous improvement of the framework were developed. Consistent implementation of the five essential components of the MTSS framework can help reduce the discrepancies with students and support continued improvement whereby all students, regardless of race, ability level, or socioeconomic background, can achieve at the highest level. [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.]