This collective case study explores the tensions between Positive Behavior Interventions and Supports enacted at the district level and antiracist pedagogy in a medium sized school district in upstate New York. Four self-described antiracist elementary teachers participated in individual interviews and two focus groups to discuss their experiences in the classroom. The following research questions guided this study: (a) What tensions exist between District/School Wide Positive Behavior Interventions and Supports and antiracist teaching? (b) How do teachers balance their antiracist intentions with district expectations so that Black joy is nurtured, celebrated, and protected in these spaces? Multiple rounds of inductive coding led to four key concepts: (a) School climate; (b) Conflict resolution in the classroom; (c) Supporting Black excellence; and (d) The impossibility of PBIS. This study provides evidence of the continued need for education reform for Black students, including rethinking school and district wide behavior management plans and the significance of professional learning opportunities for educators. [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.]