The presence of School-Wide Positive Behavior Interventions and Supports (SWPBIS) in the classroom is highly dependent on teacher implementation. However, relatively little research has focused solely on the implementation of SWPBIS components in the classroom environment. This exploratory study utilized an online survey, titled the "SWPBIS Classroom Environment Survey" (SW-CES), to investigate Pennsylvania elementary teachers' (N = 194) perceptions of SWPBIS components (i.e., expectations, acknowledging appropriate behavior, and responding to problem behavior). Specifically, the study's aims were to: (a) determine the teachers' perceptions of the implementation, benefit of practice and feasibility of the SWPBIS components implemented in the classroom; and (b) identify the extent to which predictors (e.g., teachers' values of SWPBIS, professional development, classroom and teacher characteristics) impacted those perceptions. Overall, analyses revealed that respondents implemented a variety of SWPBIS components within the classroom environment. In general, if a SWPBIS component was implemented, the perceived benefit of practice and feasibility were high. Teachers' value for SWPBIS was the only common predictor variable, positively and significantly associated with all nine dependent variables. In addition to teachers' value for SWPBIS, years of teaching experience and age were associated (positively and negatively, respectively) with implementation of expectations and professional development for SWPBIS content was positively associated with implementation of responding to problem behavior. Implications for this study are discussed. [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.]