The topic of focus in this study was the implementation of Positive Behavior Intervention and Supports (PBIS) with fidelity. The problem addressed was that PBIS strategies were not being consistently and effectively implemented for students diagnosed with Emotional and Behavioral Disorders. The purpose of this descriptive, qualitative study was to explore how educators in one school district described their perceptions regarding the efficacy of PBIS implementation for students with Emotional and Behavioral Disorders. The guiding conceptual framework consisted of the impact of psychological theories on the PBIS framework that is used present-day. The qualitative, descriptive methodology and design provided a focus on eight participants in a school district in Pennsylvania to gather their perceptions as educational stakeholders. Interview questions for this study aligned directly with the research questions, and through thematic analysis, eight themes emerged based on data collected from participants: (a) teacher buy-in is critical to fostering a successful PBIS framework, (b) consistent, clear, and concise practice is imperative to a successful PBIS framework, (c) student outcome as a result of PBIS is contingent upon student buy-in, (d) consistent intrinsic and extrinsic rewards are critical to student outcome as a result of PBIS, (e) inconsistent implementation is a barrier to a successful PBIS framework, (f) low staff buy-in is a barrier to a successful PBIS framework, (g) consistent professional development opportunities would help improve the implementation of PBIS, and (h) specific training for Tier One, Tier Two, and students with EBD would improve the implementation of PBIS. Results indicated that educational stakeholders would benefit from more intensive training for the different tiers of the framework to ensure efficacy across levels of support. [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.]