The problem under study was that even with training, teachers have difficulty implementing behavior management programs. The purpose of this basic qualitative study was to explore middle school teachers' perceptions of the challenges they encounter in implementing behavior management programs to encourage positive student behavior. The theory of self-determination within the context of the motivation and technology acceptance model served as the conceptual framework of this study. The research questions were focused on the challenges teachers experience in implementing behavior management software, including gathering their suggestions for improving the use of the software. Purposeful sampling was used to collect data from 12 middle school teachers recruited from a professional learning network. Data from interview sessions were analyzed using topic and analytic coding. The findings indicated that providing immediate positive behavior referrals to students due to the competing demands of classroom instruction and student interactions was a challenge. Limited administrator support was also a challenge because teachers only reported getting support from colleagues and self-initiated support. Recommendations and suggestions from teachers include formal professional development, colleague collaboration, parent involvement, and frequent data sharing to increase the use and motivation on the use of behavior management programs. These findings will help teachers maximize the use of these software programs to support their classroom management. When students demonstrate positive behavior, it positively influences their time on task, work completion, academic achievement, and decreased absenteeism which would bring positive social change. [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.]