Over the past 15 years, positive behavior support (PBS) gained rapid momentum as it moved from research on the function of challenging behaviors in individuals situated in restrictive settings, to understanding the function of challenging behavior of individuals in natural settings, to initial legislation of positive behavior interventions and supports in IDEA (1997), to team based PBS, and, finally, to the application of PBS in schools and within school systems called schoolwide positive behavior support (SWPBS). Initially, the public health prevention model melded with applied behavior analysis to form the three-tiered model of SWPBS. This has expanded across the nation with multiple replications of SWPBS at the primary level demonstrating the durability and sustainability of the model to decrease or prevent behavior problems. The development of repositories for the data gathered from the rigorous and sophisticated data collection systems have served to substantiate the effectiveness of this model across students, teachers, and schools. This article focuses on the implementation of SWPBS and who or what is left behind in the application of the model. Here, the authors each recapitulate the very cogent aspects of SWPBS but also depict the disparities of the model and offer their perception of what has been left behind. All the authors in this article allude to or mention families, but just how families fit into either IPBS in schools or SWPBS models is essentially absent. In addition, SWPBS has yet to tap the full range of resources that families can offer across all three tiers of the model.