It was not known what school staff identifies as student behavioral concerns in rural, low-income elementary schools, what they attribute as the cause of these behaviors, and how this attribution may affect their response to such behavior. This qualitative case study explored the experiences of school staff members at a low-income elementary school. Using attribution theory developed by Heider (1958), this study focused on school staff identification of student behavioral concerns and how these behaviors are influenced internally (by personal ability, personality, mood, or mental health status) or externally (by social situations they are involved in). Study data were obtained through a multi-faceted qualitative approach collected from three sources: participant interviews, observations, and document review. This study indicated that staff in rural elementary schools identified four categories of behavioral concerns: aggressive, disruptive, inattentive, and self-harm. In addition, these study participants also determined that these behavioral concerns were attributed to or caused by internal factors such as developmental/learning disabilities, mental health disorders, and trauma, and external factors such as poverty, family deviance, and social media/screen time. Furthermore, the school staff indicated that these attributions did not initially influence their response to a child engaging in behaviors of concern. Based on school district policy and staff responses, dangerous and seriously disruptive behavior garnered immediate, more intensive staff response. School staff indicated that they first sought to ensure student safety and well-being and then safeguard a positive learning environment for other 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.]