The implementation of response to intervention requires that interventions for struggling students be provided through general education prior to referral for special education. The authors surveyed elementary teachers (K-3) in one state to examine the characteristics of the supplemental reading interventions that their students receive through general education. Findings reveal differences among grade levels in the amount of time interventions are provided to students, the providers of the intervention, and the materials selected for the interventions. No differences among grade levels were noted in the frequency of intervention or instructional group sizes. Three fourths of the teachers reported providing the supplemental interventions to students in their class. The findings provide insight into the resources utilized by schools to implement supplemental interventions. (Contains 3 figures and 2 tables.)