Schools implementing Positive Behavioral Interventions and Supports (PBIS) with fidelity demonstrate a wealth of student and school benefits. At the same time, there exists limited research from an inclusive innovation perspective: examining whether schools and communities have equitable access to PBIS based on sociodemographic school and community variables. This article presents the results of an ex post facto research design examining PBIS implementation and access across sociodemographic school and community variables from an inclusive innovation lens, examining data from schools (N = 489) in the state of Georgia. The significant interaction effects revealed that between both PBIS and non-PBIS schools, those located in suburban areas had significantly higher median household incomes compared with rural and urban schools. Additional findings included the following: PBIS rural schools had higher household incomes and lower percentages of free/reduced-price lunch than non-PBIS schools in rural communities, and PBIS schools included significantly higher proportions of students who identified as White compared with non-PBIS schools.