Student behavior within our school system has been and still is an area of concern. There are many different approaches to maintaining a healthy and safe culture for learning. Positive Behavior Interventions and Supports (PBIS) programs can have a powerful impact on schools. No matter the goal of the PBIS program, a school's climate and culture can have a profound impact on student achievement and behavior (Harte-Weiner, 2016). The school culture is primarily determined by the values, shared beliefs, and behaviors of all stakeholders within the school community and is reflected in the school's social norms (Harte-Weiner, 2016).This research focused on a schoolwide program known as Positive Behavior Interventions and Supports (PBIS), which seeks to reduce or eliminate poor behavior schoolwide by encouraging positive behaviors and teachers' perceptions in a high-needs elementary school in Maryland. PBIS is a national evidence-based framework for schools to adopt and use to help them design, implement, and teach behavior practices for students. The goal of PBIS is to create a positive school climate in which students can learn and grow (PBIS Rewards, 2021a; Responsive Classroom, 2021). The premise of this approach is that continual teaching, modeling, and reinforcing positive behaviors will support children's positive behaviors, reducing discipline problems, and promote a climate of greater productivity, safety, and learning (Responsive Classroom, 2021). The purpose of this study was to analyze teachers' perceptions at a high-needs elementary school in Maryland on the Positive Behavior Interventions and Supports (PBIS) program implementation and its effectiveness of primary interventions on student behaviors. PBIS began during the 2018-2019 school; however, full implementation did not occur until 2019-2020. Data collection would help determine recommendations to improve the implementation of PBIS and teachers' buy-in. PBIS SAS was used as well as interviews of selected participants to obtain the teacher perception in a high needs school in Maryland. [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.]