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Since the reauthorization of the Individuals With Disabilities Education Act (2004), the use of Response to Intervention (RTI) in the identification of students suspected of having learning disabilities has been legitimized. Several professional organizations, including the International Reading Association (IRA), have recognized the importance of RTI. Reading teachers need to understand RTI because it has implications for their work with struggling readers. The purpose of this article is to provide readers with an overview of the RTI process, including the background and rationale, the law, and one process for implementing RTI. A case study illustrates this procedure and both the strengths of and unanswered questions about RTI are discussed. (Contains 3 tables and 4 figures.)