There has been a growing concern amongst educational stakeholders concerning the over identification of students with specific learning disabilities. The reauthorization of the Individuals with Disabilities Education improvement ACT in 2004 launched a response to intervention (RTI) process mandated early interventions for struggling students before a referring a student for special education. The RTI initiative changes the roles of educators work together in supporting students' academic success in schools. Education leaders across the nation are experiencing challenges in implementing RTI. One of these challenges of implementing a successful RTI model is teacher resistance. The purpose of this study was to investigate the causes of teacher resistance to the RTI process by assembling an expert panel using a modified Delphi method. The expert panelists in this study were general and special education teachers, school psychologists, school administrators, university faculty, and state department of education staff located in the southwest region of Idaho. The modified Delphi method utilized an internet based survey tool to ensure confidentiality and time constraints of participants. Results of the qualitative study with a modified Delphi method provided informative data regarding the causes of teacher resistance to the RTI process in three rounds. Consensus occurred among panelists in several areas including professional development and leadership skills. Panelists in the study also provided recommendations for education leaders to prevent future resistances to the RTI process. [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.]