Schools implementing tiered supports for social behavior need to be systematic and thoughtful about moving to the next tier. However, schools often apply resources they have in a blanket fashion for children who demonstrate behavior problems. This practice is problematic, and there is a need for increased efforts to plan and be more careful about choosing specific interventions for children who do not respond to universal supports. This article aims to discuss the importance of determining the function for behavior problems prior to intervention selection. The authors discuss problems with the current practices in schools. Data from a study on the use of the Check In Check Out intervention are presented to further illustrate the importance of determining function for behavior and implementing interventions with integrity. Without this important step, children who are at risk may not be appropriately supported and valuable resources are expended without successful outcomes. Implications for practitioners are provided. (Contains 1 table and 2 figures.)