The purpose of this case study was to examine how teachers from Title 1 elementary schools implemented school-wide positive behavior plans in Northeast Florida. This qualitative study was founded on the theory of planned behavior (TPB). According to TPB, an individual's behavior can be predicted by attitude and purposes for the behavior. The research participants were six Title 1 elementary school teachers with whom semi-structured interviews were conducted to gather the data. Themes that emerged were professional development, consistency, teacher buy-in, administrative support, and the effectiveness of the plan. Participants indicated the importance of continued support through check-ins, collaborations, professional development, and explained expectations, especially when new administration implemented new expectations. Teachers also recognized that, when implementation of a SWPBS (school-wide positive behavior support plan) plan is done successfully, relationships are built, students can process their emotions with coping tools, and a classroom becomes a positive environment where students are learning and feel safe. Through examining the lived experiences of Title 1 elementary school teachers implementing a SWPBS plan, greater understanding may be gained through increased teacher buy-in to effectively implement a SWPBS plan. [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.]