The collective case study examined the perceptions of the members of the three Student Support Team (SST) groups in one elementary school in a large school system in the metropolitan Washington DC area regarding the facilitators and barriers to developing reading intervention plans and monitoring response to intervention (RTI) for students referred to the Student Support Process (SSP). The collective case study identified the factors related to greater effectiveness of the SST process for students referred with reading difficulties. Data were collected by three methods: (1) observing initial and final SST meetings, (2) interviewing members of the SST at least twice during the study, and (3) examining artifacts maintained for SST meetings. Information from SST meeting observations and evidence from artifacts were analyzed and discussed with members during both interviews. Participants' perceptions that emerged from the study were combined across the SST groups. Analysis of SST group participants' perceptions across cases identified three major findings. In order for schools to achieve continuous educational improvement and meet the learning needs of all students requires effort related to the SSP including: (1) the development of a continuum of reading interventions and resources, (2) sufficient professional development and training about the problem-solving process, and (3) collaboration between general education and special education services to provide support for students during the SSP. Based on the results of the study, recommendations for better supporting the implementation of the SSP include providing more opportunities for professional development and training, and improving allocation of staff and resources.