Response to intervention (RtI) originates from national legislation and critical research of evidence-based practices for low performing students and students at-risk of failing or receiving special education services. RtI proactively facilitates culturally and linguistically responsive pedagogy for culturally and linguistically diverse (CLD) students. With evidence-based practices, RtI when infused with culturally responsive pedagogy, has the potential to decrease the over-representation of CLD students in special education. This article examines RtI through a cultural and linguistic lens, addresses implementation challenges for CLD students, and emphasizes the importance of a culturally and linguistically responsive RtI approach that connects students' cultural knowledge, experiences, and learning styles to the academic and performance skills they need to learn and know.