The purpose of this phenomenological qualitative study was to examine educational leaders' experiences in leading behavioral crisis intervention and crisis team management with at-risk students in Title I K-5 elementary schools. The theoretical and conceptual framework that guided this study was Northouse's (2019) Behavioral Approach in concert with the PELP Coherence Framework. These frameworks were used to gain a deeper understanding and meaning of the thought processes, consciousness, and perceptions associated with administrators' experiences leading behavioral crisis intervention and crisis team management within the school setting. The participants included seven local urban public school district educational leaders serving Title I elementary schools. The questions that guided this qualitative research study were (1) What perceptions do educational leaders have regarding their role in behavioral crisis intervention practices and crisis team management? (2) What are the experiences and perspectives of school administrators in the creation of effective behavioral crisis interventions and crisis teams, including their perceptions of the leadership behaviors that contribute to success? (3) What perceptions do educational leaders have about the factors that contribute to effective behavioral crisis intervention planning and crisis team management practices with stakeholders? Data collection included transcriptions from virtual meetings via Google Meet, rich descriptions, and reflection journals. Data analysis involved thematic coding. [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.]