Effective and engaging instruction is the cornerstone of any well-managed classroom. Even the best behavior support practices will not lead to academic achievement if the academic instruction is ineffective. Specific teacher practices associated with improved student behavior include high rates of opportunities to respond, direct instruction, and thoughtful use of technology, such as computer-assisted instruction (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008; Stronge et al., 2011). However, effective instruction cannot occur if teachers struggle with managing their classrooms. Fortunately, evidence-based classroom management practices are available to support educators' ability to foster positive classroom climates and address the academic and behavior needs of all students, including those with special education needs (Lewis, Hudson, Richter, & Johnson, 2004; Simonsen et al., 2008). Among these, two key strategies can enable teachers to maximize success of their students and promote desired behaviors: (1) establishing and teaching routines and expectations; and (2) providing specific feedback. When coupled with effective instruction and delivered as part of a classwide system of positive behavioral interventions and supports (PBIS), these two practices help teachers establish environments that maximize the impact of their academic instruction and contribute to more positive classroom climates. This article describes a classwide PBIS framework that provides teachers with a proactive, systematic way to approach classroom management.