Purpose: The purpose of this qualitative case study was to explore educators' perceptions of the effectiveness of the PBIS framework in changing student behavior outcomes in a continuation high school setting. Theoretical Framework: Behaviorism is one of the main theories that encapsulates the PBIS framework. However, born out of behaviorism is applied behavior analysis (ABA). ABA is a systematic approach to intervention in the field of education, derived from well-established principles such as positive reinforcement. Stimulus control and positive reinforcement are used to improve social outcomes such as positive behavioral changes in individuals. ABA is most evident within the PBIS framework by a focus on the clear expectations of behavior. Research Methodology: This was a qualitative case study using one-on-one, semistructured interviews. Nine faculty members, including three administrators, three counselors, and three teachers, participated in this study that examined the effectiveness of the PBIS framework and how it is implemented at their school site. Findings and Conclusions: The response to the first research question was that the PBIS framework can be used as a tool to improve school climate and academic success. The answer to the second research question was that students buy in to the PBIS program. The answer to the third research question was that buy-in from faculty and staff was initially a challenge. Recommendations: Recommendations for practice include analyzing and understanding both the environment and the type of student population being served. Understanding the population of students being served will strengthen the success of continuation high schools. This study adds to the limited research of PBIS implementation in continuation high schools. It is crucial to understand how PBIS provides support to students who need positive reinforcement and a positive school environment. The data used from this study can help further the understanding of how PBIS can curve student behavior in a positive direction, both in continuation high schools and comprehensive schools. Because continuation high schools have traditionally provided a more restrictive and punitive environment, this study can clearly demonstrate how students can benefit from the PBIS framework both academically and behaviorally. [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.]