There is a plethora of research pertaining to Response to Intervention (RTI) implementation at the elementary school setting. However, research studies on teachers' perceptions relative to implementing RTI in a middle school tier-based classroom had not been conducted. The purpose of this qualitative case study was to examine teachers' perception concerning educational practices in a middle school math intervention program in the southern part of the United States. The problem of faltering math scores at the middle school level needed to be addressed, which was the reason to concentrate on teachers' perceptions incorporating educational practices in a tier-based instruction class. A purposeful random sampling of 8 middle school math teachers was used in this study. The researcher collected data through interviews, feedback related to students' performance on formative assessments, and observational data gathered via the Eadms. The data collected were used to examine if teachers' perceptions played a major role in the implementation of RTI in a tier-based middle school classroom. The following themes emerged from the findings: (a) classroom procedures are necessary to conduct RTI, (b) student engagement is critical for learning, (c) need for additional instruction personnel for tier intervention, (d) educational practices as a guide to manage tiers, and (e) assessments as aids in the RTI process. All participants believed all of the educational practices were effective in a RTI math classroom; however, some of the participants viewed one of the educational practices, classroom management procedures, as the most effective components when implementing RTI in math classes. Since this research was conducted at the middle school level regarding educational practices in a RTI math classroom, future studies pertaining to these approaches could be focused at the high school level and be extended in all core subjects, such as English language arts, science, and social studies. [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.]