The reauthorization of the Individuals with Disabilities Education Act (IDEA 2004) allows states the use of a process based on a child's response to scientific, research-based intervention as a means to assist in the determination of a specific learning disability (SLD). As a result, the traditional role of the school psychologist as a test administrator has changed. No longer is SLD required to be determined by the discrepancy between a student's scores on an intellectual assessment and an academic achievement battery. Instead, across the United States, school-wide approaches to determining a student's response to intervention (RTI) are being established. However, these approaches to RTI can be implemented in a variety of ways and this variance in practice has led to role confusion and anxiety among school psychologists. This descriptive study was designed to examine the perceptions of school psychologists regarding their changing roles and patterns of practice in a large school district in Florida. Qualitative methods were used and sources of data included interviews and reviews of documents and artifacts. A sense-making perspective was used in this analysis to provide information regarding role enactment and strengthening systems to meet the needs of school psychologists as they engage in implementing school-wide approaches to RTI. The findings suggest these psychologists made sense of their changing roles by viewing themselves as members of a helping profession. Each person acknowledged their professional roles have changed in recent years, and some were more comfortable than others with these changes. The evidence suggests these school psychologists are redefining their roles by building on personal strengths and speaking up more confidently about their professional concerns. Their readiness and preparedness for adapting to changes in their professional lives appeared to be influenced by prior experience, the focus of their graduate training, and their personal strengths. These practitioners identified district-based professional development targeted to practical and specific needs in schools, and strong and supportive school-based leadership as being crucial to meeting their needs in implementing RTI successfully. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]