One of the key premises of Response to Intervention (RTI) is that it seeks to move away from focusing on a within-child deficit to an asset-based approach that promotes improving the instructional context. Although RTI holds promise, there remain many challenges that are associated with the complex interaction between the pedagogical and contextual nature that occurs with English language learners. English language learners' success within this model may be dependent on how well school personnel understand and promote these learners' sociocultural experiences with evidence-based practices. The purpose of this article is to discuss and examine the challenges that schools many encounter in developing RTI with English language learners from a sociocultural perspective. (Contains 1 note.)