Eight years ago, the editors of this special issue published another special issue focused on the topic of response to intervention (RtI; Vaughn & Fuchs, 2003). At that time, there was considerable interest in the application of an RtI model for providing services to children at risk for learning disabilities. The potential benefits have led to the RtI framework being adopted widely by state departments and school districts. The articles in this special issue represent the kind of research that is desperately needed to support the momentum that continues to gather around efforts to implement more effective instruction and assessment practices. As with most research, one can look at RtI and at the findings presented in these articles from at least two perspectives: (a) the half-empty glass perspective and (b) the half-full glass perspective. The remainder of the author's comments are structured around these two perspectives, followed by his view of the collective work as a field from a more personal perspective, that of a parent.