This qualitative study addresses secondary educator perceptions of Positive Behavioral Interventions and Supports (PBIS) and student academic achievement. PBIS is a proactive approach with a multitiered framework. When used properly, PBIS can be a tool for school faculty to establish behavioral expectations and procedures, prevent disruptive behavior, and improve the school climate and culture. This phenomenological study was conducted using two secondary schools in West Virginia. Participants were identified and chosen through purposive sampling techniques according to their years of experience teaching and utilizing PBIS interventions. The data for this study included unstructured, open-ended interviews based on three research questions. The questions addressed secondary educator and administrator perceptions of PBIS and high school student achievement, interventions associated with student achievement, and how the program could be adapted to provide increased student academic support. Interviews were transcribed and data were organized by topics and themes coded into various categories. Triangulation, member checks, and rich descriptions supported the credibility of the analysis. The results revealed that five categories emerged, which included: (1) PBIS influences student work ethic, (2) positive reinforcement of high expectations, (3) Student Assistance Team, (4) Advisory, and (5) consistency. [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.]