Positive Behavior Interventions and Supports (PBIS) is a promising framework for addressing academic and disciplinary disproportionality for racial and ethnically minoritized (REM) students, yet these problems continually manifest in schools that implement PBIS with fidelity. In response, researchers have developed culturally responsive PBIS frameworks to combat disproportionality for REM students. This exploratory study aimed to learn more about the implementation of the Cultural Responsiveness PBIS Field Guide's core components via survey research methodology. Participants were 34 school professionals with experience working at schools with PBIS systems. Most participants worked in the state of Colorado (64.7%), and most respondents worked in elementary settings (61.8%). Study findings indicate that PBIS systems are only partially implementing each culturally responsive PBIS core component. Results of this study suggest that PBIS teams need specific action steps to increase the implementation fidelity of culturally responsive PBIS components. Implications and future directions are discussed. [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.]