School climate plays an essential part of student development, with discipline playing a central role in the perception of school climate. When looking at the role educators play in supporting school climate, it is important to examine not only the role of academics, but also to see how support services are employed when looking at other relationships in a school building. Reducing office discipline referrals (ODR) can improve school climate and have an overall benefit on the entire school population (Noltemeyer, Ward & Mcloughlin, 2015; Brown, 2007; Flannery, Fenning, Kato and McIntosh, 2014; Bradshaw, Waasdorp & Leaf, 2015; Tobin, 2008). The use of student support teams for the purposes of reviewing not only academic placement, but for preventing disciplinary infractions has been on the increase (Etscheidt and Knesting, 2007). These student support teams are made up of various members of the pupil personnel staff, including, but not limited to, social workers, school psychologists, teachers and building administrators. It is important to understand the dynamics of these teams as it relates to their purpose of supporting students to prevent ODRs. This qualitative case study, based on the observations of an elementary school instructional support team (IST) found that the balancing individual members needs was important in maintaining support for the IST and impacting behavioral support plans. Data was triangulated with observations, interviews and researcher's field notes of the meetings. Interviews with specific members of the team focused on the decision-making process and follow-up process of the team as it relates to student intervention strategies. Artifacts, such as agendas and actions plans, were collected to triangulate with the interviews and observations to form a realistic picture of IST dynamics and examined how well the team adhered to its stated goals (Gutkin and Nemeth, 1997). [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.]