This mixed methods study addressed the need for common area expectations that serve to create a positive school culture and climate. An embedded research design was used during which information from teacher interviews were conducted before designing a professional development for teacher and student training of common area expectations. The training process included teacher and student training on the foundations and processes of PBIS, as well as teacher education on principles of working with students in poverty. Teacher interviews were used during the training process to determine the understanding and commitment level of the teachers regarding the systems changes. After the common area expectations were established, new discipline data was compared to discipline data from the previous year in order to measure the effectiveness of the new procedures. The administrative and PBIS team analyzed this data identifying common areas of need, teachers who needed additional training, and students who required individual intervention. After an academic year of implementation, STAAR data was analyzed to show improvement in student academic performance. As a result of the intervention, a correlation was evident between implementation of Tier 1 of the PBIS framework, and an improved culture and student achievement. [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.]