With over 14,000 schools implementing Schoolwide Positive Behavior Interventions and Supports (SWPBIS), it is important to consider factors that contribute to effective implementation--which may affect student outcomes. Social validity is one factor that may influence implementation. The purpose of this study was to determine the extent to which social validity ratings varied among teachers of different school levels and whether specific teacher characteristics (e.g., gender) predicted higher social validity within each school level. Results indicated that teacher social validity ratings of SWPBIS were significantly lower at the high school level than at the elementary and middle school levels. Specific teacher characteristics did not act as significant predictors of social validity ratings. Limitations, future directions, and implications for practice are discussed.