Conceptually, Response to Intervention (RtI) is a multi-tiered problem solving process rooted in special education yet designed as a framework for early and on-going instructional interventions for students across a continuum of academic need. In recent years, however, RtI has become an increasingly significant part of the discourse on school reform in the United States. As such, RtI implementation has enormous implications for school executives, especially those serving elementary students. However, few studies have investigated the implementation of RtI specifically from the perspective of school principals, and even fewer studies have considered RtI from the viewpoint of principals in North Carolina. Thus, the purpose of this study was to examine elementary principals' perception of RtI implementation in North Carolina utilizing the Stages of Concern Questionnaire (SoCQ; George, Hall, & Stiegelbauer, 2006). This exploratory study used a web-based, cross sectional survey methodology. Stages of Concern were categorized in terms of peak and lowest concerns for principals as a whole and for principals grouped by professional experience, involvement with RtI, knowledge of RtI, RtI training, use of RtI practices, and beliefs about RtI. This study also evaluated possible statistical differences in principals' Stages of Concern for involvement in RtI and knowledge of RtI. Although principals generally reported elevated levels of knowledge and use of RtI practices, Unconcerned (Stage 0) consistently emerged as the peak concern across nearly every subgroup condition. In contrast, Consequence (Stage 4) emerged consistently as the lowest area of concern. Descriptive and statistical results from this study are considered in terms of implications for leadership practices and school policies relative to RtI implementation and sustainability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]