When discussing the eligibility determination of students with specific learning disabilities (SLDs), the legal obligation to identify, locate, and evaluate all children in need of specially designed instruction--child find--should also be in the forefront. The Individuals with Disabilities Education Act (IDEA) requires public schools to initiate outreach efforts, institute a system of annual public notifications, provide training, and have a designated referral process to determine when there are reasonable grounds to suspect a disability and the potential need for special education services. The three largest factors for child find violations are student hospitalization, parental requests, and behavioral incidents (Zirkel, 2015). These factors must be carefully considered when suspecting an SLD. Although a response to intervention (RtI) framework can present a promising way of addressing some issues that exist with SLD identification, it is important to remember that these interventions are but one resource to be utilized in eligibility determination. Schools should be balancing the effective use of RtI interventions and the obligation of meeting child find requirements. Therefore, RtI procedures should be implemented with flexibility and in partnership with parents.