Positive behavioral interventions and supports (PBIS) Tier 2 interventions are deemed an evidence-based practice that influences student academic and behavioral success. The problem addressed in this study was that there exists an academic and discipline disparity between African American students and peers of other races. The purpose of this qualitative descriptive case study was to explore how English language arts teachers in the United States described the influence of implementing Tier 2 PBIS on African American student behavior and academic achievement. PBIS formed the conceptual framework that guided this study. A qualitative methodology and a descriptive case study design were used. Data were collected from 26 English language arts teachers in the United States who had implemented Tier 2 PBIS practices on the high school level (Grades 9-12) with an African American student population. Data was collected and triangulated using 26 responses to a questionnaire, 13 interviews, and two group focus groups with a total of nine participants and addressed an overarching question (RQ1) and two sub-questions. Data was analyzed using Braun and Clarke's (2006) six-step thematic analysis process. Results revealed behavioral skills training (BST) interventions of modeling and feedback influenced peer and teacher relationships and student learning and social skills instructions facilitated the building of the social and academic community in the classroom. [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.]