Districts and schools are under pressure to increase student academic outcomes while meeting their various social-behavioral needs. This pressure is compounded by the responsibility of creating climates that are safe and equitable for all students where teachers can teach, and all students can learn. However, far too often, negative, and disruptive school climates are counteracting efforts being made by teachers to increase academic outcomes (Warren et al., 2006). Positive Behavioral Interventions and Supports (PBIS) offers a proactive approach to promote positive school climate while reducing punitive and reactionary discipline procedures. However, the relationship between PBIS implementation fidelity and academic achievement remains an area of ongoing inquiry (Algozzine, et al., 2011). This study examined the relationship between PBIS implementation and academic outcomes on English Language Arts (ELA) and math achievement over two years. Participants included 65 schools in New York State implementing PBIS. A multiple regression was conducted to assess whether the implementation of PBIS influenced ELA and math achievement scores. The implementation of PBIS did not show statistically significant effects on either academic subject. However, several predictive variables such as TFI scores, school size, and student demographics resulted in statistically significant effects on both ELA and math scores. [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.]