Positive Behavioral Interventions and Supports is a method for supporting academic, behavioral and social development. However, little information exists on the extent and consistency of implementation within alternative settings. The problem addressed by this study was PBIS efficacy is reduced in systems with lower levels of fidelity with implementation and sustaining practices, negatively effecting academic and behavioral impact with the population served. The purpose of this qualitative case study was to better understand the PBIS implementation processes and inclusionary practices and systems of a private special education school. This research was conducted as a qualitative case study. Four teachers and one administrator participated in a focus group discussion that examined teacher perceptions as to implementation and sustaining practices, inclusionary practices, and barriers to implementation. ATLAS.ti software was utilized to code participant responses. These codes were analyzed and grouped into themes. These themes were utilized to respond to the three research questions. Responses to research Question one detailed that Systems, supports, and data processes were both universal and specialized and implemented with varying degrees of fidelity. Research question two responses identified a theme of inclusionary practices. Response to research question three indicated that financial limitations, communication limitations, small school population, and personnel limitations negatively impacted teaming practices, data practices, and tiered system implementation. Recommendation for practices include a need to utilize inclusive processes, allocate staff resources to meet specialized needs, and to examine data processes for evaluating system need, The next logical step in this line of research is to examine PBIS implementation practices and impact of those practices in other specialized settings lacking consensus research.