This article raises four questions pertaining to the problem of using school-wide positive behavior support (SWPBS) with students who have severe disabilities. First, are there any limits to the applicability of SWPBS? Second, does SWPBS potentiate, or strengthen, the effects of tertiary (individual) support, thereby ensuring the greatest good for the greatest number? Third, does SWPBS contribute to, or help maintain, bifurcation of services (i.e., regular vs. special education), a prominent and undesirable feature of American schools? Fourth, does SWPBS inadvertently engender competition for resources, thereby producing a situation in which the needs of the majority trump the needs of the minority?