Teachers have many responsibilities in the classroom. Among those responsibilities is classroom management. The purpose of this study was to explore if school-wide positive behavioral interventions and supports (SW-PBIS) have an effect on student achievement. Research has shown SW-PBIS allow teachers to reduce behavior incidents in the classroom. SW-PBIS is an established framework for schools to use in managing student behavior with an overall objective of keeping children in the classroom and in school. Overall, attendance increases and office referrals from teachers decrease when SW-PBIS is implemented with fidelity, giving students more time and opportunities for learning at school. Research has shown the use of SW-PBIS is positively related to decreasing behavior incidents and suggests a resulting increase in academic achievement for students. In this mixed-methods case study, I investigated student academic achievement in a middle school prior to and following the use of SW-PBIS. Student achievement scores were compared prior to and following SW-PBIS implementation. Teacher interviews were conducted to explore perceptions of connections between SW-PBIS and academic achievement. The results of the study indicated test scores showed larger variations from year to year prior to the middle school achieving fidelity in SW-PBIS. Test scores were more consistent after fidelity. Though test score data and emergent themes from six interviews suggest SW-PBIS can support a school culture in which student academic achievement is encouraged, there was no concrete evidence of a connection between implementing SW-PBIS and increases in student academic achievement. [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.]