The public school system is charged with the task of ensuring that every student reaches grade level standards. However, students enter the school system with varying levels of prerequisite skills and knowledge, which creates a challenge for educators in enriching high-performing students while providing additional support to the students who display learning gaps. Response to Intervention (RtI) was developed as a system schools can implement to support the needs of all students. This program evaluation employed quantitative and qualitative approaches to determine how teacher and administrator perceptions could be impacting the effectiveness of the RtI program. Two school sites within the same district were selected for the program evaluation. Evaluation findings determined both school sites have components of an RtI program in place but revealed challenges at each school site, which could be impacting the effectiveness of the program. Considerations and recommendations for the district and each school site were developed to address the identified concerns and barriers. Future evaluation of the perceptions of administrators and teachers regarding existing RtI programs is still needed in elementary schools to ensure effective implementation of the designed program. [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.]