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Abstract
The quest for greatness has produced disparate outcomes for communities of color, identifying racial and economic injustices that requires a call for action. The proposed case study examines the relationship between Positive Behavioral Interventions & Supports (PBIS) and Title I elementary schools, as applied in a location that served an African American majority in student enrollment. A mixed methods approach integrated an explanatory sequential design with tenets adhering to social justice and transformative processes. Following a socio-ecological theory that addressed education and public/mental health, findings highlighted disciplinary rate outcomes, leadership tactics for sustainability, and overall barriers & facilitators for PBIS implementation for students of color.