The Response to Intervention Framework has created a change in the paradigm of the educational system where educators must pursue other avenues before embarking on testing and labeling a child. The Response to Intervention initiative has provided educators with a research based framework that can be implemented at all levels of schooling. There has been much research done about the success of the research-based model itself, but there is research lacking in the area of educators' perceptions of the process. This qualitative study asked elementary educators who are involved in the day-to-day implementation of the Response to Intervention program to share their thoughts, experiences, and perceptions regarding the program and its implementation in their school. Results of the data from this study revealed that while the Response to Intervention framework is a research based program; the participants in this study shared that modifications need to be made in order to maximize the positive impact of the framework. Results from this naturalistic inquiry are significant because of the contribution the study makes to the research literature that could potentially modify the structure of the implementation of Response to Intervention.