Response to intervention (RTI) is increasingly being implemented in schools as a means to identify students with specific learning disabilities (SLD). Despite its wide use, there is limited research regarding school psychologists' graduate preparation in and familiarity with RTI for SLD identification. This study examined how school psychologists' graduate preparation in RTI, use of RTI in practice, and preference for RTI in SLD identification impacted SLD identification consistency using RTI. Participants included 110 school psychologists who were recruited from state school psychology associations. Participants viewed RTI SLD identification criteria and student evaluation data and then made an SLD identification decision. Results showed that participants' graduate preparation in RTI, use of RTI in regular district practice, and preference for RTI for SLD identification did not increase the likelihood of consistent SLD identification using RTI. Implications for practice and training in RTI for SLD identification are discussed.