The purpose of this qualitative descriptive study was to explore how certified 9th-12th grade public school teachers who have one year of teaching and implementing Positive Behavior Interventions and Supports (PBIS) in the classroom describe their perception of PBIS and the influence of teacher perception on the implementation of PBIS with emotional behavioral students in Southeast Texas. Eleven participants included both general and special education teachers from a single school district and high school in Southeast Texas. They were required to have been teaching in their current role for at least a year and utilize PBIS techniques with emotionally behavioral students in their classrooms. While there is abundant literature on many interventions used in the learning environment, there is limited research on how teachers perceive the implementation process of PBIS and the impact the implementation has on teacher perceptions. PBIS focuses on prevention, not punishment, providing the school environment with effective intervention strategies to lessen problematic behaviors and increase desired behaviors. The study revealed that when PBIS is implemented consistently in the classroom, students exhibit positive behaviors; however, participants expressed a positive perception of PBIS with emotionally behavioral disordered students yet highlighted their insufficient understanding and lack of administrative support as factors influencing their implementation, further findings emphasized the impact of inadequate teacher training on the commitment to PBIS implementation, leading to a deficiency in consistency when working with emotionally behavioral disordered students. [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.]