The summer before the 2003-2004 year, the author was contacted by a district director of exceptional student education (ESE) about participating in a new program. She described it as a problem-solving method that would help them identify and provide interventions for K-2 students who were not making adequate progress in reading. The district would allocate two psychologists and a reading specialist to work with them one day a week at no charge to her budget. It was an offer too good to pass up, and that phone call was the start of implementing the response to intervention (RTI) approach at Cheney Elementary School in Orlando, Florida. One of the biggest challenges the author and her teachers encountered that first year was training. No one in the author's school had been trained in RTI and the problem-solving method, so the district team had to teach their leadership team, which then designed professional development training for their teachers. As they moved further into the process, the author realized that she had to be present at every student's problem-solving meeting. According to the Florida Department of Education, implementation of an RTI model generally takes three to six years. At Cheney, the author and her teachers have just completed their sixth year. It has been a challenging but worthwhile journey. RTI has made a positive impact on the education of all their students. (Contains 2 online resources.)