Models of response to intervention (RtI) are being widely implemented in schools across the country in order to increase effective teaching and remove barriers to student learning. The implementation of RtI is greatly facilitated when teachers and staff see themselves as a professional learning community (PLC). This article begins with an examination of the essential features of these two mechanisms and their compatibility, presents the results of survey data from 84 members of RtI Leadership Teams who participated in PLC sessions, and provides recommendations for integrating these two mechanisms to build school capacity and ensure sustainability of educational change.