Behavioural supports for students are a staple to every school and classroom. Positive Behaviours for Learning (PBL) is the current approach endorsed for use in Queensland government schools. This school-wide approach is an adopted and adapted version of Positive Behavioural Intervention and Supports (PBIS) developed over the last two decades in North America. A proactive and preventative multi-tiered behavioural framework is emphasised. PBL’s data-informed decision base is progressed through clear and succinct systems and processes. At the foundational level, Tier 1, a collaborative partnership with the school community is used to develop and implement universal behavioural expectations that are taught at school and reinforced across school and home environments. A wealth of research from North American schools contributes to the implementation of PBL in Australian schools as local research is extremely limited. This small-scale study explored how staff understood the PBL multi-tiered framework and the implementation of Tier 1 universal supports at two remote primary school settings in Queensland. The research question which framed the research was: What perceptions do administrators and teachers hold about PBL in two Queensland remote primary school settings? A qualitative approach with a pragmatic framework was utilised to collect and interpret data in response to the research question. In total, two administrators and six teachers were interviewed using a semi-structured interview process. Thematic analysis was employed to identify three major themes, Process, Practice and Sustainability with their respective sub-themes. Key findings were revealed across six areas: staff training; consistency in teaching and responding to student behaviour; leadership change and staff turn-over; involvement of parents and remote community; PBL external support and programming resources. Findings showed that PBL was a valued and supported framework in these school settings, but there was an urgent need for staff training. Consistency in teaching and responding to student behaviour, and more human and programming resources were also needed. Further, contextual challenges were identified in relation to leadership change, staff turnover and authentic school-community engagement. The study builds on existing research and provides insight into difficulties faced in implementing PBL in remote educational contexts. Findings add to the scant research base on PBL in Australia and should contribute to improving meaningful outcomes for remote schools and students.