An exploratory case study is presented in which social network analysis (SNA) was used to explore how school teaming structures influence the implementation of School-Wide Positive Behavioral Interventions and Supports (PBIS). The authors theorized that PBIS leadership teams that include members with connections to all other information-sharing teams (e.g., grade level teacher teams) within schools would enable more comprehensive PBIS implementation. Matrices and sociograms depicting the structure and attributes of school-based teams, PBIS implementation data, and teacher self-reports were analyzed in two schools. Findings suggest that the configuration and positioning of PBIS leadership teams within a school's communication network will influence school-wide implementation and the degree to which teachers accurately articulate school-wide core values and teach core values to their students. Implications for the configuration of PBIS leadership teams and the use of SNA to examine how teams constrain or advance PBIS implementation are discussed.