Though the utilization of special education paraprofessionals has increased, contemporary literature and research highlight a series of concerns about the field's continuing reliance on this approach. This article presents a three-component administrative model for effective utilization of paraprofessionals that includes paraprofessional supports, decision-making, and alternatives. The bulk of the article provides composite descriptions about seven alternatives to overreliance on paraprofessionals based on reports from school personnel who have implemented these alternatives. School leaders are encouraged to explore alternatives to overreliance on paraprofessionals as a way to improve their special education service delivery to meet the educational needs of students with a full range of disabilities within the context of general education classrooms. (Contains 1 figure.)