The implementation and sustainability of a positive behavior student support team (SST) were identified as a problem in a rural junior high school due to the number of discretionary alternative discipline placements that had occurred for students with disabilities. The purpose of this study was to understand the perceptions of faculty, staff, and campus administration regarding the use of a behavior SST to address discipline concerns in the classroom before they become problematic and result in a discretionary discipline placement. Response to Intervention and Positive Behavior Support provided the conceptual framework for this qualitative case study. Its research questions focused on faculty, staff, and campus administrators' understanding of the key elements of a behavior SST, the use of a behavior SST, and beliefs about the use of behavior SST. Data were gathered from 6 faculty, 2 staff, and 1 campus administrator through focus group interviews. Their responses were analyzed using open coding and thematic analysis. The results indicated that while faculty, staff, and campus administration were interested in using the process, they felt they were not sufficiently trained in the behavior SST process and lacked the time to collaborate as a team. The prime recommendation derived from the findings was that faculty, staff, and campus administrators need professional development on the key elements of the behavior SST process and behavior strategies that are used in a collaborative learning environment, such as a professional learning community. Implications for positive social change include improved teacher collaboration in a support team and ultimately improved student behavior and achievement.