The present study examines school professionals' self-reported perceptions of readiness in relation to the implementation of Response to Intervention (RTI) following a mandated deadline across the state of Illinois, as well their beliefs about the framework. A survey was developed to measure variables in the model related to school professionals' training and levels of confidence about various aspects of RTI. Results indicate that the model applied differently to school psychologists and other school professionals, explaining 64% and 66%, respectively, of the variance in perceiving RTI as a beneficial change. While there were differences in the number and type of variables found statistically significant for each group, the strongest predictive variable across school professionals was perceived leadership competence. Implications of the findings on wide scale implementation of RTI are discussed, with points for consideration in advance of new policy initiatives.