The purpose of this study was to examine the effects of PBIS, self-efficacy, and growth mindset on reading achievement of at-risk adolescents. The quasi-experimental study was conducted in two matched public schools in a suburban setting in southeastern Louisiana. Participants were students in sixth, seventh, and eighth grade who received reading interventions. The treatment and control group, both, received a pretest and posttest survey for self-efficacy and growth mindset. However, only the treatment group received a researcher-created intervention in self-efficacy and growth mindset. After the researcher-created intervention was completed, the pretest and posttest instruments were analyzed to measure relationships between self-efficacy and growth mindset as well as the impact of the self-efficacy and growth mindset intervention through reading scores. Results suggested that the researcher-created self-efficacy and growth mindset intervention was insignificant to reading achievement, yet physiological states, a subscale of self-efficacy, was significant to reading achievement as evidenced by reading scores. Further research may be warranted in self-efficacy and growth mindset as results indicated a weak to modest significant relationship between the progress subscale of self-efficacy and growth mindset. [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/en-US/products/dissertations/individuals.shtml.]