Academic performance of students in public schools is a growing concern for school districts in the United States. The No Child Left Behind Act (No Child Left Behind [NCLB] 2001) has attempted to increase academic success, improve behavior, and promote positive school culture. Although equity has been achieved in some areas, the achievement gap still exists. Many public elementary schools are faced with student misbehaviors, defiance of school rules, and school safety which are alarming variables that many public schools face. The purpose of this qualitative case study research design was to examine teachers' experiences and perceptions regarding the implementation of the Comer school reform model to improve students' achievement, behavior, and school culture in a public elementary school. The aim of this study was to gain a better understanding of the participants' perceptions of whether implementing the Comer Process Model can influence their ability to make a positive change within the public school arena. A cross-case analysis was used to analyze semi-structured interviews. The data analysis process generated eleven themes critical to the research questions: Comer Pathways Model implementation, pros of the Comer Pathways Model, cons of the Comer Pathways Model, and benefits of the Comer Pathways Model. Also noted were the impact of academic achievement, areas of impact on academic achievement, benefit on academic performance, primary school culture, impact on school culture, positive effects of behavior in the school, and the effect of Comer Pathways Model on behavior among students. The overall findings revealed that the interviewed elementary school teachers felt that the Comer Pathways Process Model impacted teacher's instructional methods, improved language skills, increased reading skills, and helped with real world problems. In conjunction with the improvements as mentioned above, the interviewed teachers from the selected elementary schools felt that the Comer Pathways Model improved lesson plans, improved math and reading skills, and improved teaching skills. These teachers, also, felt that it helped with higher-order-thinking ability, increased academic achievement, helped the whole child, and benefited the students in learning. Future research should examine a larger sample within the state or across multiple states on public school implementation of the Comer Pathways Model. This suggestion targets the limitation of being unable to generalize results due to the small sample size. By examining a larger population of teachers, both from the students' primary and secondary years, future researchers would have a better understanding of the experiences and perceptions that teachers in a public-school setting have as it relates to the impact of the Comer Pathways Model in improving behavior and academic within their schools. [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.]