An ethnographic case study was used to examine roles of a principal in implementing and maintaining positive behavioral interventions and supports (PBIS) in one North Dakota elementary school. Observations, school documents, and semi-structured interviews were analyzed to identify the role of a principal. Skinner's reinforcement theory and Bronfenbrenner's bioecological systems theory served as theoretical frameworks. Research indicates a trend in the increase of PBIS in schools across the country. A need remains to identify the role of elementary principals utilizing PBIS in North Dakota elementary schools. Certified and classified staff were interviewed to examine their perspectives on the role of an elementary school principal. Eight themes emerged with one common theme being the most significant: communication. Themes developed into three assertions that expanded upon collaborative professionalism to innovate and improve PBIS for principals across North Dakota. [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.]