There is growing concern that placement needs of students with traumatic brain injury CTBI) are not being met adequately in the schools. In an effort to generate discussion regarding categorical versus noncategorical placement of these students and to prevent advocates for students with TBI from inadvertently “reinventing a wheel that does not roll,” this article outlines the assumptions underlying the categorical service delivery model, as well as the counterassumptions and evidence discouraging It. Implications for service delivery and future research are discussed