Recent legislation through the Every Student Succeeds Act (2015) has implications for school systems across the nation in creating and implementing a multi-tiered system of support. Pennsylvania has its own state legislation that also provides the language for schools to implement an MTSS framework that includes tiered support in academics through Response to Intervention (RTI) and behavior through Positive Behavioral Interventions and Support (PBIS). While research has demonstrated the benefits of both RTI and PBIS, the challenge lies in fully implementing and sustaining an MTSS framework with fidelity. In this study, I utilized descriptive, one-way ANOVA and repeated-measures ANOVA to explore the effect of implementing MTSS on student academic and behavioral outcomes. Archival data obtained from ten elementary schools in one suburban, socioeconomically diverse public school district in Pennsylvania was utilized for this study. The results indicate that the greater the level of MTSS implementation, the higher the mean scores for academics. Likewise, the longer period an MTSS framework was in place, the fewer behavioral incidents were reported. The findings of this study are consistent with previous research on MTSS implementation and demonstrate the need for a systems-wide approach to implementation with fidelity. [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.]