Teacher preparation programs are designed to prepare teachers to support students. However, the supports and experiences teachers are exposed to are often described as academic support. This study explored how special education teachers depicted how their teacher preparation programs prepared them to manage elementary student classroom behavior by implementing the behavioral theory of positive behavioral interventions and supports. Additionally, the purpose of this qualitative descriptive study was to investigate how K-6 special education teachers describe how their teacher preparation program prepared them to implement Positive Behavioral Interventions and Supports. The two research questions that guided this study How do K-6 special education teachers describe how their teacher preparation program prepared them to implement Positive Behavioral Interventions and Supports? and how do teacher preparation programs prepare special education teachers to implement Positive Behavioral Interventions and Supports? The two data sources for this study were semi-structured interviews and an online questionnaire. Thematic analysis was used to analyze the data using tools within MAXQDA. Overall, teachers with a minimum of two years teaching special education in possession of appropriate special education teaching certification qualification in the Northeastern United States provided their feedback for this study. The results of this study demonstrated the lack of effectiveness of teacher preparation programs and the strategies that supported student classroom management. Teacher preparation programs would benefit from adding behavioral management practices to support teachers and their instructional practices. [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.]
