Response to Intervention (RTI) is traditionally known as an alternative to the IQ-discrepancy model used for the identification of students suspected of having a specific learning disability. The focus of the study is to examine the challenges of RTI implementation, finding the perceptions and beliefs of administrators regarding RTI and determining if they are equipped with the skills necessary to serve as a change agent in implementing successful practices in RTI. This study uses survey research in a mixedmethod design to collect information from administrators in the state of Michigan. Findings from this study indicate that (1) administrators believe RTI improves student outcomes and should be a necessary component in the evaluation of students for determining eligibility for special education; (2) administrators believe roles and responsibilities within the RTI process should be shared among several key titled positions, not specific to special education personnel; and (3) administrators are equipped with the skill set necessary to carry out successful RTI practices. Supports identified by surveyed administrators for successful implementation and suggestions these administrators have for other administrators that are preparing to implement a school-wide RTI model are discussed. [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.]