Response to Intervention has the potential to help schools reach the goals of both the No Child Left Behind (NCLB) Act and Individuals with Disabilities Education Improvement Act (IDEIA) 2004. The course of action with the Response to Intervention model is to apply instructionally sound practices based on students' needs, monitor students' progress, and fine-tune the instruction based on students' responses to the intervention. High-quality teaching and assessment methods are at the heart of Response to Intervention. Teachers will need to become skillful at implementing the Response to Intervention model and analyzing data if Response to Intervention is going to become practice in the general education classroom. High-quality teachers may not however, feel equally efficacious for all teaching situations. When implementing Response to Intervention, teachers may feel more or less efficacious depending upon the support they receive and the conviction that their actions can bring about the desired outcome for their students. To successfully attend to students' needs, fidelity of implementation of the Response to Intervention model is necessary. The purpose of this study is to determine if teachers possess the efficacy to implement the Response to Intervention model with fidelity. [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.]