The amendments to the Individuals with Disabilities Act of 1997 (IDEA '97) established a number of expectations regarding how the behavioral needs of students with disabilities would be met and how they should be disciplined. These expectations included alternative behavioral assessment strategies (e.g., functional behavioral assessments, manifestation determinations), program planning components (e.g., positive behavioral supports, behavioral intervention plans), and specific procedures for the use of interim alternative educational settings. This article briefly addresses (a) the challenges that school personnel face in implementing these requirements, (b) the critical need to ensure that students receive an appropriate education, and (c) a suggested advocacy agenda for the upcoming amendments to the IDEA.