The qualitative case study explores the experiences and perceptions of elementary school teachers' implementation of Positive Behavioral Interventions and Supports (PBIS) for behavioral management in their classrooms. The study addresses the increasing issue of behavioral problems affecting instruction and academic outcomes in the classroom. By understanding teachers' perspectives on PBIS, this research contributes to the field of educational psychology; thus providing insights into effective implementation strategies. The target population for this study comprises elementary teachers within a public school district in a southern region of the United States. The purpose of the study is to fill the gap in current research by directly examining teachers' perceptions and experiences with PBIS implementation. The primary research question focuses on how elementary teachers perceive and experience the use of PBIS in their classrooms; with sub-questions exploring specific aspects of their experiences and perceptions. The methodology allows for in-depth data collection on teachers' experiences and perceptions. Drawing on established methodological frameworks, the case study method is utilized to gather comprehensive data within a bounded system. The findings emphasize the importance of multiple factors working together for effective PBIS implementation, including tangible incentives, positive interactions, and staff support. Recurrent themes of reflection on participants' experiences and perceptions related to PBIS, both inside and outside the classroom were identified, revealing multiple connections between classroom experiences, external experiences, and perceptions of student learning. Themes are interconnected with participant reactions, perceived value, challenges, successes, and school-classroom relationship dynamics. The cross-case themes included the full and partial implementation of PBIS based on participants' descriptions of PBIS implementation at their schools. Full implementation included all foundational elements of PBIS, such as meaningful outcomes, supported practices, supportive systems, and data for decision-making. Partial implementation involved initial training but a gradual decline in the system's presence or effectiveness. Teachers play a crucial role in PBIS implementation. Their experiences and perceptions emphasize the importance of PBIS at the schoolwide level. Practical implications for the research benefit not only individual students but also the broader community. It promotes a positive school climate and improves student outcomes. Effective PBIS implementation extends beyond the classroom. Schools should engage families and community members to enhance the benefits of PBIS. This positive environment extends into extracurricular activities and the local community. [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.]