Converging research has demonstrated the importance of early literacy intervention to prevent reading disabilities. However, no one program can meet the needs of all children. One proposed revision of current special education identification procedures is known as the response-to-intervention (RTI) model. RTI will require that early childhood educators deliver research-based early literacy instruction, assess children's progress in the curriculum, and develop intensive individualized interventions to improve outcomes for children who do not make adequate progress. This article addresses the challenge facing professionals who provide preservice and in-service early childhood teacher education and who must train personnel to implement RTI.