Being a 21st century learner may require a shift in the education paradigm. To be successful students may need to possess a different type of intelligence. Cherniss (2001), Goleman (1995), and O'Neil (1996), suggest that the key to positive life outcomes might consider emotional intelligence as more important than intellectual quotient (IQ). Emotional intelligence is associated with positive life outcomes, as seen in several studies conducted on emotional intelligence in business leadership, educational leadership, achievement, and life success. The purpose of this study was to compare the implementation of a positive behavior support (PBS) system (The Leader In Me [TLIM]) that embeds emotional competencies throughout an entire learning community with its affect on student achievement. More than 1,200 schools across the United States use TLIM approach. The schools chosen for this study were located solely in the state of Texas. Data were obtained from the publicly available archival datasets from the Texas Education Association (TEA). A causal-comparative analysis using a one-way ANOVA was used to determine whether a significant correlation existed between schools that used TLIM and those that did not. Results indicated no statistically significant difference between the two school groups. Additional analysis was performed to examine the level of implementation. Schools that had reached Lighthouse status demonstrated a significantly higher achievement level in ELA and mathematics compared to schools that did not use TLIM.