The multi-tiered system of supports (MTSS) design provides academic and behavioral support for students. Children with emotional behavior disorders need these interventions and support to develop management skills. Students identified with the emotional, behavioral disorder (EBD) or with being emotionally disturbed (ED) could have a range of emotions that impact how they behave in the learning environment. Students' behavior could be particularly challenging for teachers. Elementary and secondary education courses do not prepare teachers with the skills needed to identify or manage emotional behaviors. Consequently, the lack of training does not dismiss teachers having the responsibility to refer students for interventions when students show a need for additional support. The lack of national consensus concerning the MTSS framework process for identifying students with ED/EBD for special educational services is prevalent. While educators support that the MTSS could positively impact student outcomes, research also showed that educators struggle with implementation fidelity. This study explored teachers' and administrators' perceptions of implementing the MTSS related to identifying and supporting students with ED/EBD. The MTSS framework shows comparability with the components in Vygotsky's sociocultural theory. These components were used to guide this study. Results showed that classroom instruction geared towards the Zone of proximal development (ZPD) allows the more knowledgeable other (MKO) to provide individualized using dynamic assessments (DA) that measure students' current skills. Implications of the study indicated that progress monitoring, barriers, and program fidelity within the MTSS process impact how students with ED/EBD receive support. With less than 1% of students identified as emotionally disturbed, establishing clear expectations for the MTSS process was necessary for this group of students. [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.]