Discipline concerns have consistently been ranked in the top 10 of the most serious problems facing public schools. Discipline problems were examined in 12 urban and rural middle and junior high schools in Utah. For each discipline referral over a 5-week period, a standardized student referral form was completed that documented action taken by the administrator, the specific policy followed to resolve the situation, and the approximate time spent with the incident. Results indicate that small rural schools and large urban schools differed significantly with regard to the number, type, frequency, and seriousness of incidents; time required for reaching a resolution to the problem; and the repetitive nature of discipline referrals. For example, 2,245 separate discipline referrals were reported during the 5-week period in the urban schools, 25 referrals for every 100 students. In contrast, there were only 16 referrals for every 100 students in the rural schools. However, rural schools reported more problems with classroom disruption and fighting, while urban schools reported more problems with tardiness. In addition, rural schools initiated more calls to parents, set up more conferences with administrators and teachers, and contacted police and county authorities more frequently than urban schools. Data also indicate that urban teachers initiated discipline referrals far more frequently than rural teachers. Appendix includes referral form and results. (LP)