This study investigated the effect of the implementation of a School Wide Positive Behavior Support (SWPBS) Program on teacher morale. This quantitative study used the Perdue Teacher Opinionaire (PTO) to survey the faculties for two rural, Title I middle schools in Tennessee. Middle School 1 implemented the SWPBS program. Middle School 2 was the control group. The surveys were given to each school's faculty before implementation and after implementation at Middle School 1. The study examined the changes in the opinions of the two faculties for each of seven factors, rapport with the principal, satisfaction with teaching, salary, teaching load, curriculum issues, teacher status, and community support. Each question's responses on each administration of the Perdue Teacher Opinionaire were recorded. The differences in the mean responses for each question on the Perdue Teacher Opinionaire questions by each faculty were calculated. The results of the survey showed several factors' responses were skewed or had a small number of questions on the Perdue Teacher Opinionaire. An independent sample t-test was used for the statistical analyses. Overall, protected results show that we failed to reject the hypothesis on five of the research questions: satisfaction, salary, educational support, rapport with the principal and teaching load. Therefore, the study deduced that the teachers' opinions on their curriculum issues and status were affected by the implementation of the SWPBS. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]