Student disruptive behaviors have significantly interfered with teaching and have been a crucial challenge and concern for educators. Positive Behavioral Interventions and Supports (PBIS) has been adopted to combat the effects of student disruptive behaviors in several schools. However, research shows that most educators are often left out by the school administrators when making key decisions and initiatives meant to promote positive behaviors and education. In return, educators have become reluctant to support such initiatives, posing a significant threat to realizing the core objectives of PBIS. Thus, it is imperative to understand the educator's opinions regarding the formulated initiatives and their potential success in addressing disruptive behaviors. This study explored the perceptions of educators regarding the effectiveness of PBIS. Specifically, the components of PBIS perceived to be useful by educators, and the perceptions of the elementary school teachers on the effectiveness of these initiatives, especially in reducing the undesirable student behaviors, were investigated. This phenomenological study was conducted in a single Pre-K-5 elementary school in Harlem, New York. Semi-structured interviews were conducted from a sample of teachers having experience using PBIS as a behavior management tool to combat student disruptive behaviors. Follow-up questions were also included to gain a deeper understanding of their perceptions. This study identified emerging themes that help educators to understand the implementation of PBIS and useful practices that can be implemented to combat disruptive behaviors. Teachers expressed positive perceptions of PBIS in addressing students' negative behaviors by creating a conducive learning environment. The research findings will enable educators and administrators to develop effective strategies, including parents' involvement, for implementing PBIS to curb students' disruptive behaviors. This information will also be vital in training teachers, administrators, and the entire school staff to facilitate the continuous evaluation of the implemented initiatives' effectiveness. [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.]