The "Blueprint for Training and Practice III" (Blueprint III; Ysseldyke et al., 2006), attempts to pinpoint the vision for the field of school psychology through highlighting school psychologists' role as consultants engaged in activities ranging from individual to systems-level change. Although the literature is replete with calls to restructure their role from eligibility assessment to providing more consultation and prevention-oriented services, the reality of the shift is quite challenging given that most school psychologists still work beyond the school psychologist-to-student ratios recommended by the National Association of School Psychologists (2010). One exciting venture that some school psychologists have undertaken is participating in developing empirically supported interventions to address academic, behavioral, and mental health needs of students across a continuum of tiered supports. School-wide positive behavior supports (SWPBS) offers a proactive systematic approach to supporting students' social, behavioral, and learning outcomes via a continuum of supports, including targeted training for both students and adults in the school community. With training and skills at implementing systems-level programs, particularly in the areas of preventing problem behavior and school violence, school psychologists are well positioned in supporting the initiative of response to intervention (RTI) on the behavioral side. Without a contextual fit, schools are left with few answers on how to utilize and sustain SWPBS practices that can significantly help students succeed over time. Using the principles of change and tenets of social psychology, school psychologists are able to guide SWPBS adoption and implementation. The most important goal is to support students in changing their behavior in ways that are comprehensive, durable, and socially significant.