The COVID-19 pandemic in March 2020 resulted in widespread school closures, leading to a rapid transition from traditional face-to-face instruction to distance learning. Educators who used this traditionally face-to-face multi-tiered instructional framework to provide services to students with disabilities faced obstacles with implementation due to the transition to distance learning. This qualitative, phenomenological approach study explored the challenges and strategies of implementing Response to Intervention during the COVID-19 epidemic. Using the theoretical framework of social learning theory and the situated cognition theory, this research explored the implementation of RTI during the COVID-19 school closures from the perspective of new and veteran elementary school teachers providing services to students with disabilities. The research questions explored factors that allowed the implementation of the RTI process and how these factors support or negate student learning via distance learning. The data were collected through open-ended surveys with 40 participants across the Washington DC Metropolitan Area. The key findings of this study indicated that factors from previous studies continued to impact the implementation of RTI using distance learning and technology. Themes include access to technological tools, professional development and collaboration, and supportive administration. The social change implications include enhancing distance learning effectiveness, informing policy, and identifying ways to support students with disabilities and their families. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]