Successful implementation of Positive Behavior Interventions and Supports (PBIS) programs should include culturally responsive practices to reduce disproportionality in school discipline referrals and create effective learning environments for all students. Sustaining culturally responsive PBIS programs requires attention to student demographics and the cultural context of a particular school. Recent PBIS research has lacked focus on sustainability and cultural responsiveness within implementation. This case study examines how one school team (principal, school counselors, school psychologist and teachers) infused culturally responsive practices within the PBIS program to meet student social, behavioral and emotional needs in a diverse elementary school. The examination of sustaining the PBIS program over a 5-year period focuses on data sources and interventions that build socially just practices and supports, as well as the role the school counselor plays in the process. Suggestions for school counseling practice also are provided.