The purpose of this study was to examine the level of implementation that preK-12 regular classroom teachers have achieved in using the educational innovation Response to Intervention (RTI) to deliver gifted education services in Colorado. The methodology used was a mixed methods approach utilizing the online Stages of Concern Questionnaire, open-ended questions, and semi-structured interviews. Results indicated that teachers are aware of RTI for gifted students and think of it in a positive light, but that active use of the innovation is low. Only self-selected teachers in Colorado participated in the study, so the results may not be applicable to other settings. This study provides data regarding teachers' perspectives on what is working and not working regarding the delivery of gifted education services via the RTI framework. [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.]