While special education programming has evolved in the United States, public school district administrators continue to face issues such as appropriately identifying students for special education. This attempt in part, is to avoid disproportionate representation in special education, and providing the least restrictive environment (Farkas, et al., 2020; National Center for Educational Statistics, 2018). Multi-Tiered Systems of Support (MTSS) are currently considered best practice in regular education, with the intention of providing interventions to all, and eventually identifying those in most need (Anderson-Irish, 2013). This study explored the framework of Multi-Tiered Systems of Support and whether it is effectively referring students to special education in a kindergarten through second grade elementary school building. This qualitative study sought to determine (1) the impact of MTSS on special education referrals, (2) whether fidelity is measured consistently between administrators, the researcher, and faculty, and (3) how teacher perspectives contribute to the success or failure of implementation fidelity. The research utilized current and historical special education referral data, the Center on MTSS Fidelity of Implementation Rubric and aligned survey questionnaire in a kindergarten through second grade elementary school. The data analyzed and assessed whether faculty and administrator perceptions are similar when delivering MTSS with fidelity, and whether fidelity of implementation affects the number of referrals to special education. While referral data were inconsistent, the study did indicate that professional development has potential to increase the fidelity of MTSS. Professional development also effected the perceptions of both the principal and the faculty in this study. Even though the research originally implied that success of MTSS should be measured through referrals, the study raises doubts of whether referral numbers have any part in measuring the success of the MTSS framework. [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.]