The purpose of this study was to explore the impact of School-Wide Positive Behavior Intervention Support on students' related changes and its effect on school climate behavior referrals, faculty perceptions of school climate, and student perceptions of school climate in a 6th--8th grade middle school in Middle Tennessee. The researcher used a mixed methodology one-group pre- and post-treatment design and quantitative and qualitative analysis. Based upon his findings, the researcher concluded SWBPS is not entirely sufficient in improving teachers' and student' perceptions of school climate nor in impacting changes in discipline referrals.