In this article, the author explores the evolution of the use of the triangle as a communication tool for describing positive behavior support (PBS) systems. The conceptual framework for the triangle used for PBS is credited to Walker et al. In that seminal work, the a model of school-based prevention strategies for children displaying antisocial behavior patterns was presented, based on similar models used by the U.S. Public Health Service for disease prevention. Although the model proposed a focus for systems change that was greatly needed, the conceptual framework was skewed toward a deviancy model. This is a common problem when applying a medical model to an educational setting. The Walker et al. model evolved into what Lewis and Sugai (1999) referred to as Effective Behavior Support (EBS) to provide a systems approach to school-based management. In this model the focus is shifting to needs-based support. When using the triangle to describe different types of students, professionals may be unwittingly supporting the notion of segregated education experiences for students who need more intensive levels of support. As such, the author poses two challenges to the professional field of PBS: (1) To standardize their language when using a graphic; and (2) To develop a graphic representation of PBS that better reflects the need and availability of all levels of support for all students at all times. (Contains 2 figures.)