This study compared the number of discipline referrals in a Middle Tennessee elementary school for two years, during the implementation of School-Wide Positive Behavior Intervention Supports (SWPBIS). This study also examined the relationship between the number of discipline referrals and academic achievement by comparing TCAP scale scores in both language arts and mathematics for one cohort of students. Discipline referrals were obtained by a software program, School-Wide Information System (SWIS), and Tennessee Comprehensive Achievement Program (TCAP) achievement scale scores in both language arts and mathematics were the variables used in the evaluation to address the research questions. This study consisted of 39 students from one grade of one school in Middle Tennessee. The data source was the group of fourth graders from one school year and the same cohort of students as fifth graders in the same elementary school in Middle Tennessee. This study's first research question asked whether the implementation of SWPBIS was associated with a statistically significant difference in student discipline referral rates in one elementary school. To analyze students' disciplinary referrals, a paired sample t test was conducted to determine if there was a statistically significant difference in the number of discipline referrals from one year to the next during the implementation of PBIS. Any student that had a discipline referral documented through the PBIS system was indicated. This study found that there was a lower statistically significant difference in the number of discipline referrals in the elementary school that was assessed during the implementation of the SWPBIS. The second research question of the current study asked if the implementation of school wide PBIS showed statistically significant difference in academic performance in the areas of reading/language arts and mathematics as measured by the TCAP. To analyze the difference in standard scores between reading/language arts from the 2011-2012 school year, to the reading/language arts from the following test school year 2012-2013, a paired sample t test was run. This study found that there was not a statistically significant difference in Language Arts scale scores for this elementary school cohort of students. There was a statistically significant decrease in scale scores in mathematics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]