The relationship between PBIS implementation fidelity and reductions in student office discipline referrals (ODR) has been relatively well-established in the literature; however, results related to other student outcomes such as suspensions, attendance, and academic performance are not well explored especially at the high school level. The purpose of this study was to examine the relations between PBIS implementation fidelity and student-level behavior (ODR, suspension), attendance (days absent, tardies), and academic (GPA) outcomes in a large sample of 12,127 students from 15 high schools implementing PBIS in a natural context without direct research support. Our findings suggest high schools implementing PBIS with fidelity may see improvements in student outcomes beyond reductions in ODRs. After controlling for student and school demographic variables, schools which were implementing with higher fidelity in this sample had fewer absences, unexcused tardies, ODRs, and suspensions. This study extends the current literature by exploring typical measures of academic achievement (i.e., GPA) rather than focusing upon only standardized assessments and by examining student-level rather than school-level aggregate outcomes. Notably, results from the current study focus entirely on high school settings and demonstrate desired changes in student-level outcomes in a large sample.