Positive behavioral interventions and supports (PBIS) is a schoolwide approach to promote positive school safety in which student academic success can occur. However, at least one third of students in United States schools are suspended once in their K12 school career for violating a school's code of conduct. School suspensions have been linked to lack of student academic achievement, non-inclusive school culture, and meager college and career readiness. However, it remains unclear how a multitiered framework of support can guide a school to improve student academic outcomes and positive student behavior. The purpose of this basic qualitative study was to explore the experiences and perceptions of nonadministrative employees regarding the practice of PBIS in an urban public high school in New York City. The study was guided by Dahlberg and Dahlberg's reflective lifeworld theory. Data were collected from semistructured interviews with a representative group of 13 school staff, nonadministrative employees who were teachers and guidance counselors, who work in an urban public high school in New York City. Data were analyzed and five themes emerged: (a) prepared to be successful, (b) New York City Department of Education, (c) case by case, (d) safe school culture, and (e) leadership. These identified themes were used to answer the research questions. The findings of this study have potential implications for positive social change that include increasing understanding into alternative discipline approaches to improve a school culture which can increase student academic success and college and career readiness, resulting in more students leaving high school prepared to contribute to the well-being of society. [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.]