The purpose of this research study was to explore selected school practices in nationally recognized K-5 schools of character with positive culture and investigate the school practices most prevalent in Title I and non-Title I schools, examining whether a difference exists regarding Title I status. A survey design was used, and the participants were teachers from nationally recognized K-5 Schools of Character, selected by nonprobability convenience sampling. The data were analyzed to determine if there were statistically significant differences between the perceptions of Title I and non-Title I teachers in schools with a positive culture regarding their practices of professional collaboration, relational trust, and learning culture. An independent t-test was utilized to determine the difference in teachers' perception of importance and prevalence in school practices. The results revealed there was no statistically significant difference between the perceptions of Title I teachers and non-Title I teachers in schools with a positive culture regarding professional collaboration, relational trust, and learning culture. The three most important practices indicated by Title I and non-Title teachers were: "teacher-student relationships", "caring environment", and "effective communications." By understanding the practices in schools with positive culture, schools may be able to measure and shape their own school's culture, and strategically implement practices that may have the greatest impact on their culture. [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.]