This qualitative study explores teacher enactment of education policy, specifically Positive Behavioral Interventions and Supports (PBIS), in a large suburban Midwestern high school. Participating educators constructed policy meaning while they sought to understand it, over a multi-year rollout process. Data were gathered using five teacher and one administrator semi-structured interviews. These data were analyzed in part using sense making and critical policy analysis to identify five prevailing themes in teacher experiences around education policy--common sense, norms and expectations, accountability, compliance, and barriers. This study shares both individual and collective narratives to explore how teachers approach top-down policies and affect them through teacher decisions at the ground level. Teacher voice adds to the conversation about the experiences of educators as policy actors, how teachers make sense of new political mandates, and how teachers exercise agency in the classroom. Recommendations that resulted from this study centered on the need for legislators and educational leaders to reenter the voices of teachers as they design policy that governs classroom practices. Participants in this study shared their work as political actors translating federal, state, and local educational policy in order to make it meaningful and applicable for both teachers and students in the classroom. Educational policy will continue to shape the personal and professional world of teachers and the inclusion of teachers at the policy creation stage meets challenges presented by neoliberal accountability policies. The overarching lesson was that teachers must embrace their roles as policy actors and act on the agency they possess as the final step before educational policy reaches students. [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.]