During the past decade, thousands of schools have adopted response to intervention (RTI) frameworks as the means of improving educational outcomes for all students, including those with disabilities. Planning, implementing, and sustaining those frameworks requires organizational changes that affect staff members and underlying school structures and operations. During any systemic change, the organization's leaders are pivotal to the initiative's success. Effective leaders set the context for successful implementation by creating broad awareness and initial "buy-in" for the innovation. This is no different for schools that are implementing RTI frameworks: staff members must have the full support of the district's and school's leaders. District and school leaders must understand and know how to provide leadership support in two dimensions of the RTI process: (1) the technical; and (2) the adaptive. Leadership during technical change involves supporting staff members as they create solutions to problems using their current knowledge. Adaptive change, on the other hand, involves changing people's beliefs, values, expectations, and attitudes as they do their work in new ways. To gain a deeper understanding of secondary school RTI implementation processes, the authors explored and documented numerous middle schools' conceptualizations, implementations, and current status of RTI practices. The data from their study underscores the important role that middle school principals have in leading successful RTI implementations. The principals in their study explicitly addressed the technical and the adaptive challenges in their schools. Among other things, those principals built in time and opportunities for the human sense-making process to play out by allowing their staff members to reformulate how they thought about and approached their work. They also gave staff members opportunities to discuss the changes in their responsibilities and the new interaction patterns through the use of role playing, describing the way the ideal model would look in their school, allocating time during faculty meetings to explicitly engage the topic, and making it a priority to communicate the changes to others.