Thesis advisor: Diana C. Pullin / The introduction of the No Child Left Behind Act (NCLB) in 2002 and the reauthorization of the Individuals With Disabilities Education Act (IDEA) in 2004, resulted in numerous changes in the American education system. In particular, the IDEA reauthorization introduced an initiative entitled Response to Intervention (RTI) that has impacted both regular and special education practices and policies. RTI is a regular education initiative that involves a multi-tiered approach to service delivery and is based on student outcomes. The purpose of this qualitative, single case study is to examine and report teachers' perceptions of the RTI implementation process for reading in grades K-3 in a suburban elementary school. Additionally, this research seeks to identify themes that have influenced the success of the RTI model, and to provide a framework for key components for a successful reading RTI implementation process according to teachers. The data sources used in this qualitative study included: focus groups, individual semi-structured interviews, and artifacts. This data was analyzed and compared using constant comparison analysis. According to the teachers and principal, seven themes emerged from the analysis, including: communication, success, professional development, support/materials, challenges, implementation, and leadership. Every participant reported that communication among all members of the school community is essential within an RTI model. Most importantly, teachers expressed the significance of creating a shared vision among staff. Teachers defined successful RTI implementation and their perceptions of reading success in grades K-3. Teachers reported the need for authentic, purposeful, RTI professional development and support/materials to support each tier. The participants reported the challenges that are inherent in RTI implementation and how the model has changed since inception. Participants discussed the role of leadership and the qualities of a leader that promote success. Lastly, recommendations are made for teachers and school leaders who are beginning the RTI implementation process and for public policy officials who create and monitor regulations regarding reading RTI policies and procedures. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.