Analysis of the variables that affect use of evidence-based and promising innovations in education has led to an emerging literature base addressing sustainability or the potential for sustained implementation over time. Examining the experiences of schools actively engaged in implementing evidence-based innovations holds promise for identifying factors that predict effective data use, high procedural fidelity, and sustained implementation needed to produce substantive school improvement. This study examined three constructs (sustainability, fidelity, and data use) related to implementation of Positive Behavioral Interventions and Supports (PBIS). PBIS is an evidence-based framework that specifically addresses school climate and student social, emotional, and behavioral needs. The purpose of this exploratory study was to examine sustainability of PBIS over time through relations with several simple measures of: (1) data use by PBIS school teams; (2) PBIS fidelity; and (3) factors linked to and across tiers of support within the framework. Extant data were collected from a sample of 656 U.S. schools implementing the PBIS framework over three consecutive years. Results of this study indicate statistically significant relations between fidelity and factors of sustainability across PBIS tiers but indicate that more sophisticated measures of school team data use across tiers are needed. Implications of these findings, limitations, and suggestions for practitioners and future research are discussed. [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.]