This qualitative case study examined school-based administrators' perceptions of the impacts of the Multi-Tiered System of Support (MTSS) at the elementary level. Administrators play a vital role in enhancing student learning within education, which is crucial for driving academic achievement in the school environment. The study focused on the MTSS organized structure, how teams of individuals with diverse expertise are selected, and how John Kotter's change model can impact decisions by school administrators. The researchers conducted the study in the school district in the southern part of South Carolina. They identified three primary themes concerning administrators' perspectives: (a) Administrators need to improve classroom practices through targeted implementation of Multi-Tiered Systems of Support (MTSS) for educators; (b) They should enhance the monitoring of student support and outcomes by refining the MTSS process for educators; (c) They must evaluate equity beliefs within the school's MTSS framework. While the study did not explicitly mention John Kotter's model, individuals were observed employing its steps to establish their core teams and implement successful instruction and interventions to enhance student success in the classroom. [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.]