This quantitative study examined the relationship between implementation of a Positive Behavior Interventions and Supports (PBIS) program and academic achievement, attendance, and discipline. The data was collected from schools from South Texas Educational Regions One, Two, and Twenty. The public middle school campuses for this study were chosen based on demographics, size, and PBIS implementation. Campuses were similar in demographics and size and were also be PBIS implementing campuses as well and non PBIS campuses. Data was obtained through the 2017-2018 Texas Academic Performance Report (TAPR) published by Texas Education Agency (TEA) for each campus to assess attendance, academic achievement in Reading and Math on The State of Texas Assessments of Academic Readiness (STAAR), and discipline. The design used for this study was a non-experimental study that examined the statistical relation between PBIS, academic achievement, attendance, and discipline. The study investigated two schools from each of the educational regions listed, one school being a PBIS implementing school and the other implementing no form of PBIS. The two groups from each region were compared by attendance, academic achievement in Reading and Math as determined by STAAR, and discipline, through TAPR data released by TEA.