Today the school-wide behavior management program, Positive Behavioral Interventions and Supports, or PBIS, follows the Multi-Tiered Systems of Support (MTSS) framework when addressing students with behavior challenges in general education classrooms. PBIS provides a collaborative framework of problem solving and evidence-based strategies, thus proactively meeting students' overall needs. The purpose of this study is to fill a gap in the literature pertaining to teacher perspectives of using PBIS practices in their classroom across this framework. This dissertation further details implications for training and professional development concerning school-wide PBIS as well as the organizational structures necessary for success in the classroom. As a result, this study analyzes teacher perspectives of PBIS classroom implementation, challenges, and successes, taking place in one K-8 school. Administrative and problem solving teams support and professional development were examined across three primary educators. Meaningful data was then generated describing how teachers perceive the PBIS processes implemented in their classrooms. [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.]