This article looks at some of the issues and possible responses for funding in special education, with a focus on the author's experiences as a special education teacher in Manitoba. Issues include making necessary changes to align funding with changes in policy, the problems associated with several different funding models, and the practicality of providing tiered levels of funding in diverse, inclusive classrooms. Programming alternatives include using tiered levels of funding to redistribute resources, training educators to implement inclusive strategies effectively, and keeping in mind the reason for a need to alter funding formulas to respect the rights of our students.