Administrators and educators face increasing challenges to prepare students for standardized test while simultaneously supporting each child's behavioral, social, emotional and physical growth and wellbeing. The philosophy and teaching practices of The Responsive Classroom Approach offers educators tools to bring balance to the whole child. The current investigation examines the implementation efforts of seven educators in a small rural school district. This school district has a building-wide (Positive Behavior Intervention Support) system in place, while a small group of educators are using the Responsive Classroom Approach. The current investigation utilizes a mixed-methods approach. A short self-assessment reflection was used as a warm-up activity, and Q methodology provided the basis to gain quantitative and qualitative results. Results indicate that all response variance loaded on one perspective, explaining more than 70% of the variance in the Q-sort. The current study revealed an increase in educator job satisfaction related to Responsive Classroom implementation. Participants also revealed that collegial collaboration was one of the strongest factors related to successful Responsive Classroom implementation. [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.]