The quest for greatness has produced disparate outcomes for communities of color, identifying racial and economic injustices that require a call for action. The case study examines the relationship between Positive Behavioral Interventions & Supports (PBIS) and Title I elementary schools, as applied in a location that served an African American majority in student enrollment. A mixed methods approach integrated an explanatory sequential design with tenets adhering to social justice and transformative processes. Following a socio-ecological theory that addressed education and public/mental health, findings highlighted disciplinary rate outcomes, leadership tactics for sustainability, and overall barriers & facilitators for PBIS implementation for students of color. [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.]