When a child's parents request a special education evaluation, the school generally must promptly evaluate the student. However, many schools implement response to intervention (RTI) to provide students with regular education interventions prior to evaluating the student for special education eligibility. School psychologists may find themselves in situations where parents have requested a special education evaluation, but the school has not yet provided interventions through its RTI process. These situations are fraught with legal risks, but can be navigated to simultaneously meet the student's needs, parents' concerns, and legal requirements. The federal Office of Special Education Programs (OSEP) has repeatedly stated that special education evaluations may "not" be delayed on the grounds that RTI has not yet been attempted. When parents request an evaluation, the school must take action, regardless of the status of RTI. However, when faced with a parent's request for evaluation prior to completion of RTI, school psychologists have several options, including: (1) Request that the parents withdraw their request for evaluation pending evaluation; (2) Conduct the evaluation and integrate RTI into the evaluation; (3) Conduct the evaluation independent of RTI; or (4) Decline to evaluate the student. This article discusses each of these options.