Misbehavior in the classroom and school can have an opposing effect on the teaching and learning process. According to Anderson-Saunders (2016), an effective disciplinary system cohesively ensures practices of preventive disciplinary measures by first providing students a secure and encouraging atmosphere in which they have the chance to flourish and be considerate of one another. Cameron Public Schools (pseudonym) located in the southeastern region of Virginia adopted a discipline model titled Positive Behavior Interventions and Supports (PBIS). The study examined teacher perceptions of the effectiveness of implementing PBIS in two Title 1 schools located in the southeastern region of Virginia. The research used interviews to examine teacher perceptions of the effects of PBIS in Title 1 schools. Two research questions were used to determine whether PBIS was being effectively implemented: What effect is the relationship between PBIS and school climate according to the lived experiences of the teachers? What are PBIS strengths and weaknesses based on teacher's lived experiences in their school? The researcher collected interviews from Thomas Elementary (pseudonym) and Roger Elementary (pseudonym) in order to gain insight on the research questions posed. [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.]