Response to Intervention (RTI) is a service model designed to meet the learning needs of students prior to diagnosis and placement in special education settings. Results of a quantitative quasi-experimental research study to investigate the relationship between the RTI plan and self-reported implementation practices among general education elementary teachers in a Florida school district using analysis of variance (ANOVA) revealed no significant difference between demonstration school and comparable school general education teachers' self-reported practices, self-reported implementation success rates, or self-reported data collection responsibilities. Recommendations for professional development opportunities for all teachers, paraprofessionals, and administrators involved in the RTI process based upon analyzed research study data are included.