The purpose of this study was to explore the components of a PBIS pilot program facilitated by a team at a special services cooperative in the Midwest. This study identified the goals of the program and looked at the fidelity of implementation over a three year period for the first cohort of schools to participate in the program. For this study a mixed-method approach using case study methods was employed; a single case study design, accessing multiple sites was utilized. The researcher looked at a single process, specifically the development and building level implementation of a PBIS Pilot program, from the perspectives of multiple participants. Qualitative measures were collected through pre/post interviews; quantitative data were collected across multiple years of participation in multiple evaluation instruments (EBS, BoQ, SET). These methods were collectively used to analyze the aforementioned evaluation and fidelity measures. Findings of this study indicate schools that are trained in and implement School wide Positive Behavior supports do experience an improved school climate, a possible decrease in discipline referrals and an increase in consistency in behavioral expectations and disciplinary actions. Although, as a cohort, fidelity of implementation was not met, several individual schools did achieve the status of implementing SWPBS with fidelity. [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.]