The controversy over the use labels for students who receive special education services under the Individuals with Disabilities Education Act has been raging for decades. Do labels really serve an educational purpose? Do they stigmatize students? Do disabilities really exist? Are they just part of the normal distribution of human characteristics, just diversities considered disabilities only because of social barriers? Postmodernists or relativists--those who are involved in what has been called disability studies (DS) or disability studies in education (DSE)--would answer those four questions No, Yes, No, and Yes. These answers and the attempt to "normalize" disabilities, eschew labels as worthless, and even say special education is not the answer but the problem for educating these diverse students are dangerous not only to students with various disabilities but also to the very existence of special education. We argue that labels are important and a necessary way for professionals to communicate. Consequently, this article focuses on the reality of behavior, the nature of language and use of words, and how labels can and should be used--particularly those when applied to students who display "challenging behaviors."