Elementary teachers are responsible for educating students. Teachers must exhibit a level of classroom management to ensure students receive planned instruction. Classroom management is a significant part of the teaching and learning process. Teachers with excellent classroom management can teach complete lessons with little to no behavior

interruptions. If a teacher is unable to manage students or address disruptive behaviors, it can become extremely difficult to teach required lessons. The problem addressed in this

study was students who misbehaved were asked to leave the classroom; therefore, missing instruction and becoming detached from the school environment and learning process. The

qualitative explanatory case study approach allowed the researcher to gather rich descriptive details through semi-structured interviews. The population used were administrators and teachers from a Southeastern Elementary school. The sample size included three administrators and ten teachers. The School-Wide Evaluation Tool (SET) was utilized to perform a program analysis to triangulate the study. Seven themes resulted from the study: Theme 1: Whole Brain Teaching can be successfully used in conjunction with PBIS, Theme 2: More training on PBIS is needed for teacher and school success, Theme 3: PAWS rules were taught school-wide, Theme 4: Incentives and rewards encouraged positive behavior, Theme 5: Major and minor problem behaviors should be referred to the office, Theme 6: Getting others in the community involved may further improve student behavior, and Theme 7: Cultural awareness is important to understand student behavior. Leadership can benefit from knowing that positive behavior interventions can be successful when training is consistent, cultural awareness is bolstered, and the community becomes involved in supporting students.