Previously there was limited information comparing urban and rural and elementary and secondary public schools' implementation of the PBIS program. This study sought to fill a gap in the research as to if there is a statistical difference not addressed previously in the peer-reviewed literature. This study offers insight and data to school leaders seeking ways to introduce the PBIS program to teachers. The purpose of this causal-comparative study is to test Skinner's theory of operant conditioning as it relates to the implementation of PBIS for elementary and secondary public schools in Missouri. The findings of this study are consistent with the theoretical framework of Skinner's theory of operant conditioning. Skinner believed immediate feedback or reinforcement was significant in learning a new skill or knowledge (R. K. Day, 2016). The goal of PBIS is to use school data to drive system change within the whole school context to improve social and academic outcomes (Horner et al., 2005).The data suggest that when implicated with fidelity, there was no significant difference between elementary and secondary or urban and rural. The null hypothesis failing to be rejected is supported by research that states PBIS is implemented with fidelity. Fidelity means critical features of the SET's seven subscales: Expectations Defined, Expectations Taught, Reward System, Violation System, Monitoring and Evaluation, Management, and District Support are closely monitored while implementing PBIS. [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.]