This study explores 354 elementary teachers' views of the interventions generated by prereferral intervention teams and examines teachers' perceptions about receiving direct assistance in implementing the proposed interventions. Results, which parallel earlier findings, suggest that teachers largely refer students to the prereferral intervention team for academic concerns with particular emphasis on reading and writing skills. Although behavioral concerns received substantially lower mean scores, attention concerns were the most pressing behavioral concern with little attention devoted to anxiety and withdrawal concerns. Interventions recommended by the prereferral intervention teams (N = 799) largely addressed academic issues and called for implementation by teachers and other school professionals during the course of the school day. Findings suggest that teachers are generally more satisfied with the goals and procedures of the interventions posed by the prereferral intervention team and are less satisfied with student outcomes. Further, teachers' perceptions may vary, although not significantly, based on prior exposure to more direct features such as demonstrations and follow-up support. Educational implications and future directions are presented.