Response-to-intervention (RtI) models utilize a proactive, prevention approach that requires the implementation of a sophisticated, multi-tiered problem-solving process in the regular education environment. Effective and sustainable implementation of these models will necessitate a mechanism to support professional development, treatment fidelity, and the transportability of evidence-based interventions to the unique ecologies of individual school sites. This paper discusses problems related to the implementation of RtI models and outlines professional development issues related to implementation. A case is then made for the use of consultee-centered consultation, because of its focus on consultee development, to sustain the implementation and dissemination of RtI models in schools. The article ends with a presentation of how one RtI model, Instructional Consultation, integrates consultee-centered consultation into its implementation and professional development procedures.