This study develops a comprehensive understanding of the effect of a program of positive behavioral interventions on a teachers' classroom management, and the implementation of mandated Illinois Senate Bill 100 regulations. In contrast to traditional disciplinary practices, this study explores high school administrators' perspectives regarding the implementation of the new initiative (SB100) and the interventions and supports that were conceptualized in order to align with the new mandated vision. Specifically, the central research question that guides this study relates to how high school administrators describe the change in practice after the new law occurs. The sub-questions bring focus to the study by looking at the differences in out-of-school suspension infractions before and after the new Illinois mandate, as well as what culturally responsive behavior interventions have been successful and failures within this context. Throughout this mixed methods study, quantitative statistics were collected from 10 high schools regarding discipline data and procedures. Additional in-depth qualitative data were collected by performing interviews within five of those ten high school settings. An inductive theory format was utilized to analyze the data from document review, interviews, observations and survey. The research findings indicate that positive behavior support programs have varying influence on the new disciplinary programs. Results from this study inform high school administrators on what interventions and supports have been successful and challenging throughout the new Illinois mandated law changes. [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.]