Positive behavioral support (PBS) refers to the application of positive behavioral interventions and systems to achieve socially important behavioral changes (Sugai et al., 2000). Implementation of PBS at the classroom level involves all stakeholders--those with interest and experience in that setting (e.g., teachers, paraprofessionals, students, and parents). The stakeholders' responsibility is to develop appropriate and agreeable behavioral expectations, instructional routines, and classroom arrangements to increase success and decrease the likelihood of failure. It is important to recognize that students are stakeholders too. When students are involved in developing and implementing classroom expectations, they will be more likely to take ownership of the rules. Regardless of the quality of prevention, classrooms must also have appropriate management systems to encourage and enforce the agreed upon expectations and procedures. The purpose of this paper is to describe and present examples of preventative, management, and daily strategies that can be used to effectively develop a proactive approach at the classroom level. It also details and describes the types of thoughtful routines and physical arrangement decisions that might be considered as part of developing a classroom PBS system to facilitate student success. (Contains 2 figures.)