This correlational research study examined the effect of behavioral interventions through School-wide Positive Behavior Interventions and Supports (SW-PBIS) on elementary student reading and math achievement. Additionally, teacher perceptions of positive behavior interventions and supports (PBIS) implementation were explored. No statistically significant relationship was found between student participation in PBIS Tier II behavior interventions and academic achievement. However, there were significant differences in the percentages of male students, students of color, and students from high poverty backgrounds who were identified as needing Tier II behavioral interventions by the predominantly White, female, middle class teachers. Findings are discussed in terms of the importance of inclusive school cultures that support academic and personal achievement for all students which must consider the cultural norms and behaviors that students bring to school.