Social-emotional learning programs can have an influence on social and emotional competencies which may lead to a decrease in unwanted behaviors in the classroom. This study examined the effects of one social-emotional learning program, Positive Action, on decreasing unwanted behaviors in the classroom in a rural Northeastern Iowa middle school. Participants included ten 6th grade students, 2 girls and 8 boys, who had received referrals prior to the implementation of the program. The number of referrals received was retrieved from the school district’s JMC gradebook program which had a discipline referral component. A checklist was used to record the number of referrals one year prior to the implementation of the program up to the date of implementation and then weekly for five weeks after implementation. Results of the dependent samples t-test revealed a significant difference between the baseline and the final week of data collection. After the implementation of Positive Action, there was a significant decrease in the number of referrals students received. Future studies should examine the long-term effects of the program over the intended course of three years, including a larger number of students from more than one school district.