This study explores teachers' perceptions of barriers to implementing the Response to Intervention (RTI) model for students with learning difficulties in Saudi Arabia. Using a qualitative case study approach with semi-structured interviews, the study included eight female teachers. Findings indicate that key barriers include time constraints, inadequate classroom environments, lack of teacher collaboration, administrative challenges, insufficient data, and limited awareness due to inadequate training. Additionally, the absence of university approval hinders implementation. To address these challenges, teachers suggest professional development, enhanced collaboration, optimal resource allocation, and a comprehensive RTI guide.