The problem that prompted this qualitative case study was a continuous below proficiency level performance of the kindergarten through second-grade students in a U.S. Southern state in reading, despite response to intervention (RTI) being implemented since 2011. The purpose of the study was to explore K-2 teachers' perceptions regarding the fidelity implementation of RTI procedures in K-2 grades. The theoretical framework for this study was based on constructivist learning theory. The research questions were intended to examine K-2 teachers' perceptions on how interventions were implemented through RTI to benefit, challenge, and address the needs of Grades K-2 struggling readers. Data were collected from nine K-2 teachers via semi-structured interviews and lesson plan reviews. Data analysis via open coding and thematic analysis led to six themes as part of the study results. These include limited knowledge of RTI procedures, inconsistent knowledge of RTI components, need more time to implement RTI interventions, inconsistent knowledge on the RTI Tiers, limited number of interventions strategies, and need more intervention materials. The project that emerged from these findings was a professional development training for the K-2 teachers. This project has the potential for positive social change because K-2 teachers can use it to improve their instructional strategies to improve the academic performance of students at the research site. [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.]