Throughout its evolution, school-wide positive behavior support (SWPBS) has explicitly promoted the perspective that it should involve all students in a given school setting. However, the literature on SWPBS has not always fully and clearly addressed the involvement of students with severe disabilities. This article will (a) briefly review the literature of SWPBS as it addresses the involvement of students with severe disabilities, particularly those exhibiting severe problem behaviors; (b) discuss the involvement of students with severe disabilities in all three typical levels of SWPBS; and (c) provide recommendations for increasing the involvement of students with severe disabilities at all three levels of SWPBS.