Teachers and administrators are faced with managing the behaviors of students while preparing for the high stakes testing associated with the No Child Left Behind Act. One program that has demonstrated positive results at the elementary and middle school level is the school-wide positive behavior support model (SWPBS). Limited research is available as to the results of the SWPBS model at the high school level. This qualitative study explored the effects of the SWPBS model on student academic achievement, the reduction of discipline, and the improvement in the overall school climate. A qualitative holistic multiple case study was conducted on two high schools in the Commonwealth of Pennsylvania with data being collected using semi-structured interviews of six teachers and three administrators at each site. Each site for this study constituted a unit of analysis. The teachers selected were both tenured and non-tenured employees. Site visits were conducted in the common areas at both schools. A record review was performed on the results of Pennsylvania State System of School Assessment (PSSA) test used to determine adequate yearly progress (AYP) and each schools frequency of student misconduct violations. The study focused on four research questions. Results demonstrated that both administrators and teachers recorded a consistency of the rules, a more positive approach, and student behavior improved, therefore positively affecting the climate. In addition, both Site A and Site B common areas were not impacted by the SWPBS model. The review of discipline data was inconclusive to determine if the SWPBS model had an effect. This was primarily due to the ceiling effect of the discipline data. The PSSA results from Site A and Site B revealed no change in test data for the three years that the SWPBS model has been implemented, therefore no effect occurred academically. Future research concerning the SWPBS model at the high school level can be conducted through a longitudinal study that could track a cohort of students for a set period of time to detail grades, behavior, and attendance. A quantitative survey could be effective in collecting information regarding students and parents perceptions of the SWPBS model. [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.]