The author's purpose for this article is to examine the use of the Response to Intervention (RtI) framework to meet the needs of a continuum of learners, from those who most struggle to those in need of advanced educational opportunities. Through classroom observations, teacher interviews, and dialogue with the site-based Problem-Solving Team, principal, and a focus group, the author examined one school's utilization of the model. With support of school administrators as a critical component, the RtI framework proved to be an effective means for addressing the needs and nurturing the potential of all learners, and for identifying and supporting gifted learners. The findings from this study have important implications with regard to school administrators' support of instructional practices in general, as well as specifically for gifted programming practices. (Contains 3 tables.)