Positive student behavior is necessary, not only for a positive school culture, but for learning to take place, as students cannot learn in an environment where they do not feel safe, physically and/or emotionally, just as teachers cannot teach to the best of their ability. This qualitative phenomenological study explored the lived experiences of participant's understanding of student accountability, strategies and programs being utilized, and the number of office referrals in each school assessing overall student behavior. Prior to this study, there was no known research which specifically looked at program use and its effect on overall student behavior within the middle school setting. Results presented two themes, along with one subtheme highlighting the need for clear student expectations and administrative support, especially since the pandemic, along with the promotion of positive behavior within program(s) used with fidelity. The results of this study provide insight for future programming in higher education institutions for prospective teachers and administrators alike. As student behavior continues to be a concern countrywide, it is of utmost importance that we continue researching research based programs and use that knowledge to better prepare our teachers and administrators for the classroom and school as a whole. [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.]