We respond to the comments of Batsche, Kavale, and Kovaleski (this issue), on Response To Intervention (RTI) and learning disabilities. Historically, discrepancy between IQ and achievement has been used by many as a criterion for identification of learning disabilities. Recently, RTI is considered as a practice for identifying consistent and persistent underachievement in students and thus providing valuable data for determining learning disabilities. Issues related to the research base for RTI and implications of use of RTI are presented.