The purpose of this qualitative descriptive study was to explore how K-12 teacher perceptions about Positive Behavior Intervention and Supports (PBIS) influenced their use towards non-white students, students with disabilities, lower socioeconomic students, and limited English proficiency students. With the well documented suspension disproportionality of these students, the long- and short-term negative outcomes associated with suspensions, and the achievement gap of these students, it is important to explore how educators can divert these student demographics from suspensions so that the discipline and achievement gap can be decreased. While much data is available about how PBIS has decreased school ODRs, research is still emerging on the impact of this process on suspensions and on teacher perceptions. This study explored how teacher perceptions regarding PBIS influences how they use the process in school and classroom settings towards these students and what factors influence these perceptions from K-12 teachers in a southern rural Louisiana school district. Results of the study showed that teacher perceptions directly influenced how teachers used PBIS practices and identified teacher perceived enablers that successfully helped them use PBIS practices as well as teacher perceived barriers that prevented them from using PBIS practices. Understanding these perceptions may help in improving the PBIS process to better serve the behavioral needs of the non-white, special education, lower socioeconomic, and limited English proficiency student populations. [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.]