It is important as we look at the educational environment to understand that it is a complex system that calls for analyses at multiple levels. One who enters from a single theoretical orientation is at a distinct disadvantage. Particularly when unique students arrive with various emotional and behavioral difficulties, being restricted to a narrow behavioral position, a humanistic position, a cognitive/systems position or whatever position chosen, severely limits the possibility of positive outcomes. The multiple levels of the situation include the behaviors displayed, the personality/characteristics of the children, the environment in which events are occurring, overall systemic functioning, and the personality/characteristics of the teacher. As teachers of these multiple levels, who would we expect best able to effect a positive outcome in this classroom/environment? Over which of these multiple levels do we, as teachers, have the most control? Hopefully, we would expect the teachers and administrators to be better skilled than the students in effecting change. This article explores the need for a variety of theoretical applications to effectively meet the demands of the diverse students and situations in public schools. Specifically, the utility of humanistic applications, behavioral applications, and social learning/cognitive applications in the classroom are examined.