The educational policy Response to Intervention (RtI) was established in 2004 following the passage of the Individuals with Disabilities Education Improvement Act (IDEIA). In California, the policy has become known as Response to Intervention and Instruction (RtI[superscript 2]). RtI[superscript 2] represents an educational reform initiative that requires changes to practices that have been in place for over 30 years within schools. This qualitative study sought to identify how teachers are interpreting, understanding, and practicing the educational policy known as RtI[superscript 2] in elementary schools located in Northern California. Using the narratives of nine teachers working in general education and special education classrooms, the understandings and practices of RtI[superscript 2] were explored. Through the analysis of interview data, the following major themes emerged: (a) Teachers expressed different understandings of RtI and its intended purpose; (b) RtI has influenced the adoption of new practices for teachers; (c) Preexisting practices related to the identification of students with learning disabilities were not impacted by RtI; and (d) RtI has been transformed from the original intent of the policy as teachers make sense of RtI and put the policy into practice within the local schools. These themes are interpreted and discussed through the lens of educational reform literature. Implications for policy development and implementation of educational reform initiatives are presented and discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]