The focus of this doctoral project was to investigate the implementation of a new behavioral management system, Positive Behaviors Intervention and Support (PBIS), by the teaching staff in grades K-6 at a specific school. The aim of PBIS is to create a consistent set of behavior expectations across the entire campus, rather than just within individual classrooms. A key aspect of this is the collaborative effort between school staff and PBIS team members, who worked together to identify behavioral issues in various areas of the school, including classrooms, the school office, restrooms, the cafeteria, during recess, and at morning and afternoon pick-ups. These areas were identified as particularly challenging in terms of student behavior. School-wide behavior is a persistent issue in schools lacking clear behavior plans or expectations that cater to student's behavioral needs. Therefore, it is vital for schools to implement a simple and adaptable PBIS model, such as "Be Safe, Be Responsible, and Be Respectful," at their respective sites. It was observed that upper elementary and primary grade teachers often have their own distinct classroom rules that students are expected to adhere to. [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.]