School administrators are projected to implement behavior expectations and be knowledgeable of various strategies that are effective for all students including students in the exceptional student education programs. They are also anticipated to be effective in classroom management and behavior management schoolwide. Having unsuccessful behavior methods to deal with the maladaptive behaviors of student with emotional behaviors (E/BD) pose as an issue within the school environment. This study focused on the competence of administrators and teachers managing problematic behaviors among students with E/BD within the classroom and school setting. The questions asked for this study were how effective are Miami-Dade County Schools administrators' discipline approach to E/BD students' negative behaviors differ from non-E/BD students within the school environment? How does the suspension, or success center referral rate of E/BD students differ from their non-E/BD peers in Miami-Dade County Public Schools? And how does the rate of written Student Case Management referral forms (SCM) for E/BD students differ from the rate of their non-E/BD peers? The research took place in Miami-Dade County Public Schools District in the state of Florida. A total of 105 participants that included administrators, ESE and other teachers from elementary, middle and high school, with an E/BD program took part in this study. A descriptive research method was applied by using a survey and other data collections from the LEA profiles, success centers, and written SCM forms. Results of the study demonstrated unsuccessful discipline approaches for student with E/BD, high SCM forms, high suspension and referral rates to success centers for students with E/BD. There was an implication for teachers and administrators to continuously implement different behavior intervention strategies when dealing with E/BD students. This study assisted administrators and teachers to gain a new perspective on the usage of discipline measures such as suspensions, expulsions, SCM forms, referrals to success centers, and an increased knowledge on the efficacy of consistent usage of positive behavioral intervention strategies for students. Future recommendation is to explore the relationship between burned-out E/BD teachers and the numbers of written SCM that ultimately led to suspensions. [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.]