Mixed methods were used to explore the reactions of educators before and after implementing the Response to Intervention (RTI) model in secondary settings during a school year. Eighteen participants from six middle schools and four high schools collaborated on interdisciplinary teams that involved classroom teachers, speech-language pathologists (SLPs), psychologists, and paraprofessionals. RTI instruction focused on language-based literacy curriculum involving language, reading fluency, reading comprehension, and written language activities. Five focus group interviews, two observations in each of the ten schools, and participants' reactions to open-ended questions were qualitatively analyzed. Participants reacted to open-ended questions similar to "What are your primary comments and/or concerns regarding RTI services for children and adolescents who struggle to learn?" Four themes emerged consisting of challenges and concerns, support for the model, implementation considerations, and experts in special education and communication disorders. (Contains 1 table.)