This general qualitative research study collected interview data from fifteen participants whose schools have implemented a Positive Behavioral Intervention and Support System in the past three years. The purpose of this study was to better understand the perceptions of these participants with respect to the influence which the PBIS had exerted upon the overall school climate of their institutions. The research questions focused upon student outcomes as well as teacher outcomes. The student outcomes were expressed in terms of student engagement while the teacher outcomes were expressed in terms of teacher engagement. The findings of this study were as follows. Three themes emerged with respect to student engagement. Fourteen participants perceived that the employment of the PBIS improved the affective engagement of students by increasing comradery and providing a competitive atmosphere. Fourteen participants perceived that the PBIS improved behavioral student engagement by offering incentives and increasing accountability. Fourteen participants perceived that PBIS improved cognitive student engagement by increasing achievement and increasing involvement. Three themes emerged with respect to teacher engagement during this study. Fourteen participants perceived that the PBIS positively influenced teacher engagement with the school by increasing teacher attendance and giving the teachers a sense of ownership. Fourteen participants perceived that the PBIS exerted a positive influence on teacher involvement with the school by decreasing apathy and improving relationships with students. Fourteen participants perceived that the employment of a PBIS exerted a positive influence upon a teacher’s level of energy by improving the school atmosphere and improving teacher attitudes. One participant in the study provided a negative case. This participant registered the perception that numerous improvements had taken place in the school since the employment of PBIS had taken place. However, this participant was not of the opinion that the influence of PBIS was responsible for these improvements. This study made the following contribution to the field of Educational Leadership. Previous studies had focused upon the influence of PBIS upon student outcomes. Other studies had focused upon the influence of PBIS on teacher outcomes. This study was one of the first to integrate the two at the same time. As a result this study revealed an integrated, holistic, and synergistic influence which Positive Behavioral Intervention Systems exert upon the school institution.