This study aimed to determine the overall readiness of Pennsylvania elementary schools to apply a Response to Intervention (RTI) model in accordance with the variations proposed by Kovaleski (2003) and adopted by the Pennsylvania Training and Technical Assistance Network (PaTTAN). The results of the study revealed the following major findings: First, schools with a larger minority population were more likely to implement Tier I components of the RTI model proposed for Pennsylvania. Second, principals were the educational leaders primarily in charge of the RTI format. Third, despite wide use of universal academic screening methods and grade-level team meetings, teams failed to take into account the research base when considering interventions for use as whole-group strategies. Moreover, even when school psychologists were involved on grade-level teams, such use was sporadic. The use of universal behavioral screening methods was also infrequent and those used were predominantly informal. Fourth, even though respondents indicated familiarity with the overall RTI model proposed for Pennsylvania, the majority also reported receiving their associated training through regional sources and not through a consistent statewide training module. Finally, reported use of Tier I did not consistently include all core components, although schools not currently implementing the model reported having several key components in place if they chose to implement it in future.