The problem addressed in this study was the increase in discipline infractions during the 2016-2017, 2017-2018, 2018-2019, and 2019-2020 school years among Black six-grade tween girls in Jefferson County Schools (JCS, a pseudonym). The numbers indicated a 44% increase in discipline infractions over a 4-year period. The purpose of this basic qualitative study was to explore school counselors' perspectives on the successes, challenges, and the needed improvements of the "Drama-Free Tweens" (DFT) program on Black tween girls' behavior in the school setting. The conceptual framework for this project study was Skinner's behaviorism theory. The research questions focused on the school counselors' perspectives on the successes, challenges, and needed improvements on the DFT program on Black tween girls in schools. Purposeful sampling was used to select eight school counselors. Data were collected using semistructured interviews. Interview transcripts were analyzed using thematic coding from which the following themes emerged: extending the program outside the school environment through mentorship, providing relevant information on social media, and updating the program's technology. These themes informed the project, and a white paper was developed. The findings may support positive social change by applying the program with the recommendations; school counselors will have a guide to assist with behavioral concerns to decrease discipline infractions and improve the lives and futures of Black tween girls. [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.]