The problem addressed in this study was that, when enforced, the Zero Tolerance Policy (ZTP) prematurely introduced Black, Brown, and mentally ill students into the juvenile justice system. The central purpose of this qualitative case study was to discover if the ZTP influenced the school principal's past discretion, how that influence changed with the removal of the ZTP, and if that change kept from overly disciplining Black, Brown, or mentally ill students. Critical race theory was the theoretical framework used to explain how inequity and injustice were in the educational system. The targeted population was currently employed K-12 principals in the state of Virginia. The sample size was 14 participants. Three results emerged from this study. First, the participants were not allowed to use discretion resulting in their powerlessness concerning predetermined discipline outlined within the ZTPs. The implication is that the ZTP did influence school principals' past decision-making when disciplining all students regardless of race or mental illness. Therefore, I recommended a yearly review be conducted to make a principal accountable for making sure that their school's proactive strategies are the best decision for students while keeping the school safe. Second, even though Virginia moved away from the ZTP, the implication is that predetermined penalties for certain school infractions are no longer required, resulting in a multi-tiered support system for behavioral actions to proactively enforce social-emotional learning for all students. It is recommended that Learning Labs should be conducted to proactively examine principals behavioral support systems when problem-solving behaviors occur. Finally, principals, superintendents, teachers, and counselors must be involved with the school discipline process to prevent overly disciplining students. The removal of the ZTP allowed principals to become involved in disciplinary action to help all students. The implication is that principals can now review students' behavioral history and actions while obtaining input from teachers and counselors to aid in Positive Behavioral Interventions and Supports (PBIS) while helping Black, Brown, or mentally ill students that the ZTP affected due to socioeconomic status. It is recommended that the state continue to utilize the Culturally Responsive Positive Behavioral Interventions and Supports (CRPBIS). [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.]