Across Delaware, many schools use the Positive Behavior Support (PBS) as the prime apparatus for creating safe and effective learning environments. PBS is an inexpensive framework, based upon behavioral science and extrinsic motivation, to teach and reinforce desired student behaviors. Conversely, Responsive Classroom is a researched-based approach, based upon intrinsic motivation built upon the four main areas of teaching: engaging academics, positive classroom community, effective management, and developmental awareness. While PBS focuses solely on behavior management, the Responsive Classroom Approach is more encompassing because it is integrated into daily lesson planning, classroom environment (including behavior management), and instruction. Research has shown the Responsive Classroom Approach to have a positive effect on teachers, students, and school culture. Currently, there is not a proverbial roadmap for implementing the multifaceted parts of Responsive Classroom school-wide. This study provides school leaders with an eight year plan that includes a macro and micro approach for transition from a PBS school to a Responsive Classroom School. The transition plan includes the necessary external and internal professional development, timeline, materials, additional resources, potential challenges, necessary leadership skills, and the long term benefits (e.g. improved teacher quality) for implementing the Responsive Classroom Approach. Future school leaders will be able to use this study to guide to their own successful transition from the PBS framework into the Responsive Classroom Approach. [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.]