Legislation has mandated that schools provide instruction in the general education setting to students who are not performing on grade level by using a response to intervention (RTI) process and provide subsequent interventions. However, evidence suggests that teachers lack an understanding of RTI, which may impact implementation and the progress of students. The purpose of this quantitative study, using an independent samples t test, was to examine general education teachers' perceptions of the rationale and responsibilities associated with RTI by their responses on the Response to Intervention School Readiness Survey. Guided by the theory of differentiation and the principle that students learn differently, this study was guided on the premise that teachers must teach according to how students learn. Data were gathered from 48 elementary general education teachers in Kindergarten through 5th grades in a midsized school system in the southeastern United States. According to the data analysis, general education teachers were not fully knowledgeable in RTI. Furthermore, there was a statistically significant difference (p = < 0.05), between the 2 groups, indicating that elementary general education teachers with more than 5 years of experience demonstrated more knowledge of the implementation requirements of RTI than did teachers with less than 5 years experience. An increased understanding of RTI by general education teachers will facilitate social change by improving implementation and, subsequently, improving student achievement. A professional development series was designed to advance teacher knowledge and implementation of RTI which will lead to eventual increased student achievement in Kindergarten through 5th grades. [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.]