The purpose of this phenomenological study was to explore best practices in RTI implementation as perceived by Master Elementary Teachers in a highly African American Title I school district in North Texas. Ten Master Elementary Teachers responsible for coaching teachers to deliver effective instruction were interviewed to gather their perception on effective best practices utilized in RTI interventions. The findings suggested that Master Elementary Teachers perceived that providing African American students with differentiated instructional strategies as the most effective instructional best practice. Findings indicated that the strategies are best implemented when teachers believe in the effectiveness of RTI. Additionally, the findings identified barriers to an effective RTI implementation that could result in inappropriate identification of students. The implications of the study include providing differentiated instruction for students, teachers having a positive perception on the RTI process, campus leadership providing the appropriate resources and support, and eliminating as many barriers to the implementation process as possible.