This qualitative descriptive study explored how middle school general education teachers describe their role, the support they received, and the ways they implemented RTI strategies to support students with disabilities in the inclusive classroom setting in the Northwestern region of Georgia. The Response to Intervention conceptual framework was used. The RQs were how middle school general education teachers describe the key elements/components of RTI based on their experiences with disabled students in an inclusive classroom setting, describe ways special education teachers provided support in their implementation of RTI in the inclusive classroom setting for students with disabilities, describe RTI strategies they used to support students with disabilities in an inclusive classroom setting. The sample included 10 middle school general education teachers. Using reflexive thematic analysis, the researcher identified 2 themes for RQ1: (a) The way RTI is defined by middle school general educators and what is known of RTI in practice, (b) The relationship between data collection and proper implementation; 1 theme for RQ2: (a) The influence of lack of support and training; and 1 theme for RQ3: (a) The use of strategies in accordance with tier placement. The research conclusions will provide a more comprehensive understanding of how middle school general educators describe their role in RTI implementation in the inclusive classroom setting. [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.]