One critical feature of Schoolwide Positive Behavior Interventions and Support (PBIS) is the inclusion of families in the implementation of schoolwide systems and practices. However, research on family engagement within PBIS has focused almost exclusively on families of students with intensive behavior support needs, with little emphasis on fostering engagement with families of students with less severe behavioral challenges. This mixed-methods study examined the implementation of Partnering for Positive Behavior (PPB), a teacher-family member shared decision-making process designed to address the needs of students struggling to meet classroom behavioral expectations, by four teacher-family member dyads from two elementary schools implementing PBIS. Results show that teachers were able to implement PPB with fidelity and suggest that all participants perceived the process as acceptable, feasible, and useable.