Positive behavior intervention and supports (PBIS) is a program that was designed to address the behavior needs of students in a schoolwide setting. The purpose of this quantitative study was to investigate the differences on student discipline and academic performance in rural elementary schools among third grade students in schools that were implementing PBIS and schools that were not implementing PBIS. This study compares the differences in result the of the Palmetto Achievement of State Standards (PASS) in the areas of reading and math along with discipline referrals during the 2010-2011 school year among third grade students in rural elementary schools. The data analysis of the study revealed that there was a significant difference in student academic performance and student discipline referrals among PBIS schools and non-PBIS schools during the 2010-2011 school year. The data provided evidence that the PBIS framework could be used as an evidenced based tool to address the behavior needs of students in rural elementary schools and possible address academic concerns. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]