The current implementation fidelity narrative in education is one written in federal legislation (e.g., ESSA, 2015; IDEA, 2004) and peer-reviewed journals (e.g., Chu et al., 2020; Noell et al., 2014). While teachers represent a significant force for the implementation of evidence-based practices in schools, their experiences and wisdom are often excluded from the narrative--widening the gap between researchers and policymakers on one side and practitioners on the other. One way to close the gap is to begin including teacher voices in the narrative. In this qualitative dissertation I used a constructivist framework built on narrative inquiry (Clandinin & Connelly, 2004) and positioning theory (Davies & Harre, 1999) to generate counternarratives of implementation fidelity in school settings with five general education teachers in the United States. The lived experiences of these teachers reflect several systemic barriers that limit their ability to respond to student needs in a culturally responsive and timely manner, and represent several ways implementation fidelity as a process could be improved for teachers as well as 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.]