This paper examines congressional intent regarding the treatment of children with behavior problems and, by examining administrative and court decisions interpreting these provisions, compares those intentions with actual implementation of the mandate. It also includes a brief discussion of the research supporting use of Functional Behavioral Assessments and Positive Behavioral Interventions and Supports and identifies programs that have successfully applied these concepts. The trends and arguments highlighted here can inform the work of attorneys and advocates who represent children with emotional and behavioral disorders and policymakers who are truly committed to seeing all children succeed in school. (GCP)