One approach to student behavior that may be particularly useful in exclusionary settings is school-wide positive behavior supports (PBS). Increasingly, evidence shows that PBS is an effective approach to student behavior in regular public schools (Sugai & Horner, 2005). While the data on behavioral systems in exclusionary schools are extremely limited, the significant difficulties related to student behavior in these settings require a practical approach that relies on the available research. The authors' focus is to provide practical information to assist practitioners in implementing PBS in an exclusionary school. Currently, more than 6,000 schools in 37 states use PBS (Danielson, Cobb, Sanchez, & Horner, 2007 as cited in Read, Quinn, & Nelson, 2008), and the effectiveness of PBS in public schools has been the focus of a large body of research. This article describes common approaches to student behavior in public schools, the rationale for using PBS to manage student behavior, the steps involved in effectively implementing PBS, and ways to overcome barriers to implementing PBS. In later sections, the authors address exclusionary settings by discussing four main issues: unique attributes of the setting and students, common approaches to student behavior, and PBS research and implementation examples. Finally, they provide methods for overcoming barriers to implementation of PBS in exclusionary settings and resources for practitioners. (Contains 2 figures, 3 tables, 3 resources, and 5 online resources.)