In this article, the author describes the factors that made their response to intervention (RTI) project in Oregon successful. Primarily, these include school-based factors such as the initial collective skill and knowledge in a district, the degree to which the foundations of a multi-tiered instructional model and data-based decision making are in place and the educational belief system of the stakeholders. In addition, context factors such as district size and setting make a difference. The variable with the single greatest impact, however, and one that can override everything else is focused and sustained leadership from building- and district-level administrators. In the author's district in Portland, Oregon, the superintendent's involvement has had a significant impact.