Students who display problematic behavior in schools are subject to punitive disciplinary responses, such as detention and suspension, which typically lead to more serious academic and behavioral difficulties. There is evidence that alternative responses to problematic behavior, such as Positive Behavior Interventions and Supports and mindfulness programs, can lead to a decrease in problematic behaviors. The current study assessed taxpayers' willingness to pay additional taxes for the implementation of programs to address problematic behavior in schools. This study used a 3 (type of program: Positive Behavior Interventions and Supports vs. mindfulness meditation vs. in-school suspension) x 3 (age group: elementary school vs. middle school vs. high school) analysis of variance. The results suggest that there was no main effect for the age of the student, but there was a main effect for the type of program being implemented, and there was a significant interaction between student age and intervention used. On average, participants were willing to pay $68.48 for additional interventions in public schools. Overall, participants were willing to pay $24.54 more for Positive Behavior Interventions and Supports than for meditation programs regardless of the age of the students, but their preferences differed somewhat based on the age of the students. The clinical implications of these findings are reviewed. [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.]