Even as schools have increasingly adopted multi-tiered systems of support (MTSS) as their service delivery model, the role of special educators within MTSS has yet to be clearly defined. Scant research considers how well-prepared teachers feel for their roles in this model. The purpose of this study was to better understand the extent of Florida elementary special educators' participation in MTSS and how prepared they felt for their roles. A researcher-developed survey, based on literature reviews of special educator roles in MTSS and their sense of preparedness, was distributed to 7,769 special educators in Florida. The final sample included 436 participants. Descriptive statistics and non-parametric tests were used to examine (a) how special educators described service delivery in their schools; (b) the extent of participation in roles and responsibilities related to planning and implementing academic and behavioral instruction and supports, and decision-making and assessments; (c) how roles and responsibilities varied by teaching assignment; (d) the extent to which special educators felt well-prepared for their roles; and (e) how the sense of preparedness differed by teaching assignment. Only 2% of respondents reported not working in a school that implemented MTSS; however, nearly half of the respondents taught in self-contained classes -- the least inclusive teaching assignment. Findings indicated that most special educators operate in relatively traditional roles; except for co-teachers, they participate infrequently in the majority of MTSS-related roles. Overall, SETs felt well-prepared for MTSS-related roles. Sense of preparedness on individual items was positively and significantly related to frequency of participation in roles. Few special educators felt well-prepared for or participated in the problem-solving process at their schools. Implications are that teacher training should more adequately address problem-solving roles and that districts should evaluate the extent to which they have included special educators as part of problem-solving teams and throughout MTSS implementation. Future research of special educator roles in MTSS should consider the fidelity with which MTSS is being implemented and include a measure of validity when evaluating sense of preparedness. In conclusion, Florida MTSS implementation varies, and special educators may not be utilized to support inclusive education, an ideal for MTSS implementation. [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.]