Many schools are turning to response to intervention (RTI) models to meet the needs of their students. The promise of RTI is that it will enable schools to better and more efficiently meet the learning needs of a large continuum of students by providing evidence-based schoolwide instruction, supplemental supports, and intensive individualized interventions. Although the promises are alluring, the literature gives little guidance on how to implement RTI at the secondary level. Many exemplars for implementing RTI at the elementary level exist, but extrapolating from elementary models to the middle or high school levels is complicated by the unique challenges present in many secondary schools. In elementary schools, the primary academic goal is often mastery of basic skills, such as oral reading fluency. In secondary schools, however, the academic goal is often the mastery of specific content-area knowledge. Teachers who were trained to be experts in history or science may lack the training and expertise necessary to assess and provide supplemental supports for basic skills deficits that challenge struggling learners. In addition, the size and structural complexity of secondary school buildings may present barriers to collaboration and create silos. When planning to implement RTI, secondary school administrators should spend a substantive amount of time creating a thoughtful and strategic plan for professional development that incorporates the principles of effective professional development, addresses content specific to RTI, and anticipates potential barriers to staff member readiness.