The purpose of this qualitative hermeneutic phenomenological study was to understand how emotional and behavioral disorders (EBD) teachers experience the initiation, implementation, and continuation stages of the positive behavioral interventions and supports (PBIS) multitiered framework. Fullan's educational change theory provided the theoretical framework for this study. This theory focuses on three phases necessary in the change process: (a) initiation, (b) implementation, and (c) continuation. Using this theoretical framework, the following research questions were developed: (a) How do EBD teachers experience the PBIS framework for students with EBD? (b) How do EBD teachers experience PBIS framework initiation for students with EBD? (c) How do EBD teachers experience PBIS framework implementation for students with EBD? and (d) How do EBD teachers experience PBIS framework continuation for students with EBD? Ten study participants were individually interviewed to answer the research questions. Data collected from these interviews were used to understand PBIS's initiation, implementation, and continuation phases for EBD teachers. Three themes were identified: PBIS initiation is minimal and lacks resources, systems and lack of information are barriers to implementation, and PBIS continuation depends on staff buy-in and consistency. [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.]