There are two approaches for providing Tier 2 interventions within Response to Intervention (RtI): standard treatment protocol (STP) and the problem-solving approach (PSA). This article describes the multi-tiered RtI prevention model being implemented across the United States through an analysis of these two approaches in reading instruction. It examines the drawbacks of relying solely on STP, the currently preferred method for delivering interventions to meet the needs of struggling readers, and advocates for the consideration of PSA at Tier 2 to achieve the goal of RtI: high-quality instruction for all and meeting the needs of individual students.