School-wide positive behavioral support (SWPBS) is an evidence-based strategy to alter the school environment by improving procedures to promote appropriate behaviors of all students. Although research has indicated that SWPBS is an empirically supported and effective intervention in reducing disruptive behaviors in most students, results have found that it is not as effective in students from historically disadvantaged racial and ethnic groups. Therefore, it is important that SWPBS be culturally responsive to the ethnic groups served at the school. Cultural responsiveness refers to using the knowledge of that culture or performance styles of ethnically diverse students to make learning more relevant and effective. The purpose of this article is to describe the details, implementation, and results of the first 5 years of the Mensch Project, a culturally responsive SWPBS implemented in an urban Jewish community day school. Cultural adaptations were successful in providing a structured social-emotional support system for the school.