The purpose of this qualitative study was to gain insight into school staff's perceptions on the effectiveness of positive interventions and supports in Mississippi classrooms. Qualitative data were collected through semi-structured interviews of 10 participants, each working at the same public high school in rural Mississippi. The study was centered around applied behavior analysis and design-based research method of narrative inquiry. The researcher analyzed data using the NVivo Qualitative Data Analysis Tool. Three themes emerged from the study: factors that contribute to successful PBIS, ways to teach behavioral expectations, and how technology can enhance the effectiveness of PBIS. The findings of this study were beneficial to administrators and teachers because the data provided school leaders with a standard in how to achieve PBIS effectiveness, thereby establishing a healthy school culture. Educators gained from this study because PBIS increases student engagement, student demonstration of prosocial skills, and increased instructional time. PBIS representatives and district leaders profited from this study because PBIS implementation with fidelity can serve as a standard for teaching behavioral expectations. Lastly, the findings directly improved student achievement. [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.]