A primary concern for today's educators and educational organizations is student behavior. Problem behaviors can negatively impact student learning and decrease teachers' instructional time. Many programs and approaches are available to manage student behavior in schools. The goal of improving student behavioral outcomes is to ensure that all students have access to the most effective and accurately implemented behavioral practices and interventions possible. Positive Behavior Interventions and Supports (PBIS) provides an operational framework for achieving these outcomes. PBIS is designed to help schools create and sustain effective behavioral supports for students. The school-wide PBIS process emphasizes a systemic approach that supports implementation of evidence-based practices and procedures. PBIS involves all the faculty, staff, and students in a school system. Teachers are integral stakeholders in the implementation and sustainability of PBIS. Without teacher support or "buy in" to the program, its effectiveness will be significantly compromised. The purpose of this study was to identify how satisfied teachers were with PBIS as implemented at their respective schools. The research question was: How do teachers perceive their level of satisfaction with the implementation of PBIS? The research identified the factors that impacted how teachers perceived their levels of satisfaction with PBIS. Survey data identified the overall perception of the program by teachers. Interviews identified the connection or disconnection between the teachers who had been implementing PBIS consistently and with fidelity and those who had not. [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.]