Positive Behavioral Interventions and Supports (PBIS) is recognized as a preventive tiered framework that positively supports and addresses student behavior. Currently, there are over 30,000 schools across America implementing PBIS. This phenomenological investigation examines the perceptions of key secondary school personnel on school climate in schools where PBIS has been implemented. The 16 participants in this study were all from the same suburban school district in southeastern Virginia. Data were collected from individual semistructured, open-ended interviews and a focus group. Additionally, Discipline Reports from the Virginia Department of Education and the Tiered Fidelity Inventory from each participating school were examined. Moustakas' (1994) phenomenological research model was used to analyze data, allowing the researcher to examine what and how the phenomenon was experienced by each participant. Additionally, it allowed the researcher to uncover essential themes and describe the total essence of the phenomenon. Results revealed three themes that emerged from the analysis about how key secondary school personnel perceived school climate: (a) a sense of care and involvement, (b) a sense of clarity and intentionality, and (c) a sense of connections and interdependence. The study participants used positive terms to describe their school's climate after the implementation of PBIS. The study results can be used as a guide to assist secondary schools implementing PBIS or exploring the construct. [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.]