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This article explores the changing landscape of Assistive Technology (AT) in special education and introduces a paradigm of the Multi-Tiered System of Supports (MTSS) for AT implementation—that aims to clarify the roles and expectations for educators and specialists providing AT services. AT tools are critical resources to support students with disabilities but there are implementation challenges (OSEP, 2024). While the types and variety of AT available continue to grow there is a lack of clarity of the implementation expectations for educators. Using the Multi-Tiered System of Supports (MTSS) as an implementation framework for AT implementation is a potential means of defining these roles. This article defines an AT-MTSS framework that clarifies AT implementation. Defining an AT-MTSS framework has implications for teacher preparation programs, K-12 systems, general educators, special educators, and AT specialists who may be able to better understand their roles and responsibilities. With many schools providing one-to-one devices for students there is a need for all educators to be able to provide a level of universal supports based on Universal Design for Learning (UDL). There will always remain a need for some specialized interventions for students with disabilities. Some of these common AT tools should be implemented and supported by nearly any special education teacher. Other more specialized AT tools will need the support of educators with highly specialized knowledge to determine which tool to use and to provide ongoing AT services. The AT-MTSS framework is designed to be inclusive of the recent DOE AT guidance (2024), and, Individuals with Disabilities Education Act (IDEA, 2004), and the National Education Technology Plan (NETP, 2024). © The Author(s) 2025