This mixed-method study investigated how two schools implemented RtI[superscript 2] and what core components of RtI[superscript 2] the faculty and staff perceived as priorities for implementation. Participants included teachers, school psychologists, and administrators at two schools with similar demographics. The study included a self-assessment survey, document analysis, the observation of staff development and classroom and grade-level team meetings, followed by focus-group interviews. Rankings of the core components of RtI[superscript 2] varied for each school based on the school culture, resources, and needs. The two schools in this study experienced very different issues, concerns, and strengths; all of which may inform other schools anticipating implementation of RtI[superscript 2]. [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.]