Positive Behavioral Interventions and Supports (PBIS) is a framework that is used in many school districts in the state of Florida. When implemented with fidelity, this preventative program is designed to promote a positive climate and culture in schools, with the aim of limiting behavior that distracts or disrupts the learning environment, thus increasing time for quality instruction and student engagement. Although PBIS has been a staple at John Brown Elementary school for over ten years, there are still regular behavior occurrences that require administrative support. This practitioner research study, conducted in a rural, primary elementary school, explored the ways teachers in a rural K-2 elementary school attempted to implement the Positive Behavior Interventions and Supports (PBIS) framework and other behavior strategies in their classrooms. Four teachers participated in two semi-structured interviews and two classroom observations. A reflection journal was also used, post-observation. The data revealed that not all of the components being referred to as PBIS by John Brown Elementary school align with the framework as it is intended to be implemented by the Center on PBIS. The data also revealed inconsistent daily use of PBIS procedures and discovered challenges that teachers face with implementation of the PBIS framework, and a lack of understanding of the implementation process. The findings of this study reveal a need for school and district leaders, and teachers, to develop a more accurate understanding of the framework with implications including ongoing training aligned with the Center on PBIS in order to ensure that the framework is implemented as intended. [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.]