Over a three-year period educators at an urban elementary school were interviewed about a Response to Intervention model from development to implementation supported by professional development within a university-school partnership. While the model was initially viewed as an administrative directive, in Year 2 educators began to assume responsibility for implementation as change agents and problem solvers. During Year 3, with continued administrative support and evidence of effectiveness, participants engaged in additional development and growth of the model and assumed responsibility for its sustainability. Results suggested that RTI's collaborative structures, professional development, and shared leadership supported implementation and contributed to the effectiveness of the model. Implications for practice are discussed.