Response to Intervention (RtI) has been widely accepted by many school districts in the United States as an instructional method that can be used to consistently decrease learning gaps and ultimately enhance learning for all students. Though implementation of RtI as an instructional method has not been legally mandated, many school districts have applied the elements of RtI to identify students that may have learning disabilities according to the Individuals with Disabilities Education Act (IDEA) and its reauthorization, the Individuals with Disabilities Education Improvement Act (IDEIA). The purpose of this qualitative collective case study was to determine how new teachers perceive their skills to implement RtI elements into instructional activities. Specifically, these new teachers' perceptions were reviewed in the context of their knowledge derived from teacher preparation programs, district professional development, professional collaboration, and co-teach classroom environments. Participants for this study were purposefully selected to represent teachers of specific demographics with classroom RtI responsibilities in a north Texas public school district. Six teachers provided input to the study: three from elementary (grades K-4) and three from intermediate schools (grades 5 and 6). Of the schools, two represented Title I designation. The researcher used the following three data collection methods to determine the teachers' perceptions: face-to-face interviews, an examination of artifacts, and a documents review. Results from each source were analyzed for similarities and differences that were used to identify consistent themes. Themes were developed from this process to assist in clarifying how new teachers perceive their RtI skills and knowledge. [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.]