As teacher educators, we have a responsibility to not only remain current in our knowledge of educational policies and reforms but also be proactive in terms of knowing about the sorts of responsibilities our teacher candidates will be expected to know in their future classrooms at the high school level. One such developing body of knowledge in the field of education is the literature and research surrounding Response to Intervention (RTI) at the secondary education level. While RTI has been used extensively at the elementary school level and within special education contexts, it is only just being initiated in secondary schools. As such, there remains much to be learned, discussed, and researched about RTI and which strategies work and don't work in high schools. We are excited to come together and collaborate across our areas of expertise (special education and adolescent literacy) in our inquiry about RTI at the secondary level. As teacher educators and as contributing members in our respective research fields, the knowledge we gain will not only inform our developing research projects and teaching of education classes but also the fuel our future collaborations. A GLCA NDI grant would enable us to purchase RTI related resources, to create time to interview area teachers, administrators and literacy specialists and RTI initiatives, and to attend conferences, so that we can learn from and network with RTI scholars and teachers.