The action research study examined the Multi-Tiered System of Supports (MTSS) structures and processes in an urban elementary school setting. As a result, teachers had an opportunity to be involved in decisions, gain access to resources and professional development, and better understand the overall context of inclusive educational placements for children. The collection of data from individual interviews with two administrators, five general education teachers, grade-level department leads, a student support teacher, a gifted department lead, and three academic coaches served multi-purposes. The consequent findings developed related to the research questions: (1) The impact of Professional Development; (2) The impact of student goal setting; and (3) the impact of research-based teaching practices. This study examines the present insights held by educators within the Panhandle Elementary School regarding Multi-tiered Systems of Support (MTSS). In addition, the views that guide MTSS and what influences it from other current educational initiatives that have preceded MTSS. General education teachers at Panhandle Elementary School completed a survey to share their perceptions about implementing MTSS within their school. Select teachers also contributed in discussion groups to converse about their thoughts on MTSS with colleagues to regulate what aspects help or encumber the implementation of MTSS.