The response to intervention model (RTI) represents a promising framework for the early identification and prevention of learning and behavior problems for students struggling in school. If RTI is properly implemented, it should reduce unnecessary referrals and placements into special education, and increase the accuracy of special education eligibility decisions. This article examines the strengths of RTI practices, as compared to the previous prereferral practices and how special education eligibility decision-making best fits within response to intervention models. (Contains 3 tables.)