Traditionally, schools have trusted both punishments of suspensions for problem conduct or exclusion of students who participate in delinquent behavior as tactics for reducing the harmful effects of problem behavior. Over time, these approaches have been proven unsuccessful and costly. The PBIS strategies are alleged to help teachers maximize instruction and reduce disruptions, which is crucial for school academics and social responsibility. This research represented the administrators' perceptions of school-wide positive behavior intervention support and behavior strategies for middle-school students. Interviews were then conducted with administrators of 13 middle schools in the south-eastern region to further understand their perspectives. The research questions were as follows: 1. What are administrators' perceptions of school-wide positive behavior intervention support for middle school students?, and 2. What strategies and interventions do administrators suggest addressing behaviors among middle school students? Results indicated that African American male students were being disciplined at higher rates than other subgroups. Teacher commitment and building relationships among teachers, staff, and students are essential in an effective PBIS program. A school must be consistent when enforcing those rules and expectations, and the monitoring systems should be constant and frequent. The study's findings confirmed elements previously established by documented research while adding to the research on administrators' implementation of the SWPIS and its connection to the discipline gaps between subgroups. [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.]