Adapting a behaviour management program from another culture requires concerted efforts in the local school community to add in features that are specific to the local school environment. Since the Positive Behaviour for Learning (PBL) initiative of the NSW Department of Education and Training Western Sydney Region (DET WSR) was derived from the Positive Behaviour Interventions and Support (PBIS) program developed in the US, for local WSR schools to implement such a program, local adaptation would be expected. Fieldwork with three schools that had implemented the program for over 1 year found 3 common features and 3 differences in the implementation. The common features were (a) consistency, especially with regard to language and expectations, (b) the inclusion of local examples in the training, and (c) the critical interaction of coaches and PBL teams especially in regards evidence (data) about changed behaviour. The differences were (a) involvement of students in decision making, (b) clustering between primary and high schools, and (c) staff ownership of the PBL process. Both common features and differences were found to be distinctive in the implementation of PBL in the region. For sustainability of outcomes, PBL may be further improved on the basis of the strengths elucidated from the common features and differences.