Due to the impacts of overrepresentation of historically marginalized middle school student suspensions on the prison pipeline, there is urgency in addressing disproportionality in suspensions in school districts nationwide. Although Multi-Tiered Systems of Support (MTSS) and Positive Behavior Interventions and Supports (PBIS) models have shown an impact on schools' climate and culture (CC) and suspensions, researchers have concluded that to tackle disproportionality, schools must integrate Culturally Responsive Practices (CRP) into their program. This program evaluation employed a mixed-methods approach to assess the impact of a Culturally Responsive Student Support Triage Center (CRSSTC) program on reducing suspensions and increasing favorable responses on a school's CC survey. Extant data on suspensions from ABC District was analyzed for the percentage of students suspended for all marginalized groups. The extant CC survey data was analyzed to determine the percentage of favorable responses from students and staff for three preidentified social-emotional (SE) domains. Lastly, elicited data was gathered from an evaluator-created Likert-Scale survey with added open-text questions and a focus group discussion for the staff that runs the CRSSTC, known as the Targeted Support Team (TST). The findings show a decline in suspensions for all student groups and an increase in favorable responses across all SE domains for students and staff, except for one domain for staff in the latest Fall survey. Furthermore, common themes from the focus group discussion and open-text survey responses identified a high Fidelity of Implementation (FOI) of the CRSSTC program components as described in the logic model. The evaluator provides recommendations for future educational leaders. [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.]