What do teachers perceive to be the impact of positive behavior management systems on supporting teachers, students, and families? This research investigated the implementation and impact of school-wide positive behavior support systems as a crucial approach to addressing behavior challenges and supporting both teachers and students. Recognizing the significant challenges teachers face in managing student behavior alongside their essential duties, this study delves into the potential benefits of positive behavior support systems as an alternative to punitive discipline methods. Building upon previous research, the results of this investigation underscored the positive outcomes associated with school-wide positive behavior support systems. The research employed a qualitative phenomenological case study involving 12 diverse educators, providing valuable insights from those directly responsible for classroom management. The findings revealed that these systems effectively reduced situations involving exclusionary practices, enhanced student-teacher relationships, and contributed to the establishment of a positive classroom culture and climate. Supported by observations, interviews, and artifact collection, the participants identified key factors influencing the success of positive behavior support systems, including administrative and parental support, access to professional development opportunities, and collaborative experiences among teachers and school administration. The study further highlighted the importance of consistent school-wide expectations, procedures, and guidelines in managing student behavior and advocates for tailored support for students with diverse backgrounds. Notably, positive restorative practices and training for teachers contribute to meeting the needs of all students and result in increased overall student achievement. Despite the evident benefits, the need for ongoing refinement of school-wide positive behavior support systems, especially in addressing escalated behavior concerns was identified. Teachers expressed a desire for regular opportunities to evaluate and revise these systems, emphasizing the dynamic nature of behavior support in educational settings. The research contributed valuable insights for educators, administrators, and policymakers seeking to enhance positive behavior support systems to benefit teachers and 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.]