As increasing numbers of schools implement Multi-Tiered Systems of Support (MTSS), schools are looking for and implementing evidence-based practices for students whose needs are not fully met by Tier 1 supports. Although there is relative consistency and clarity in what constitutes Tier 1 behavior support within MTSS, Tier 2 supports may be more varied and less well researched. The current study sought to better understand Tier 2 intervention implementation by surveying school personnel on their Tier 2 data, systems, and practices. Results from 180 school-level respondents are presented that describe differences according to their number of years spent implementing schoolwide positive behavior supports and their school level. Additionally, responses of perceived strengths and limitations of current social skills instructional programs, one type of Tier 2 intervention, are shared. Implications, limitations, and future directions for research and practice are provided.