Although Response to Intervention (RTI) has been generally studied in relation to student outcomes, the system itself requires further study, particularly for culturally and linguistically diverse (CLD) students. CLD students have consistently suffered inequities in the educational system, including over representation in high incidence disability categories and unequal access to general education curricula and settings. Students with disabilities, particularly those from CLD backgrounds, continue to achieve below their peers. RTI implementation has been touted to ameliorate these discrepancies. This article calls for systematic and culturally responsive study of RTI implementation within urban districts.