A response-to-intervention model (RTI) has been identified as a promising way to identify and intervene early with children who are experiencing learning difficulties. The general RTI approach also holds promise of preventing learning difficulties with preschoolers. This article examines the potential benefits of implementing a RTI model in preschool settings as well as the feasibility of implementation with respect to current preschool assessment technologies, teacher preparation, and program philosophical orientations. Although the research supporting the efficacy of systematic early literacy interventions in reducing pervasive reading problems is convincing, it is concluded that current preschool programs have not embraced these findings into everyday practice. Implications for school psychologists serving young children are addressed.