Civil behavior is highly treasured and expected of students and members of the general public in Ghanaian society. The function of families has been, and is, to raise children to behave in traditionally accepted ways. Traditional behavior pattern translates into respect for authority, be it classroom rules or laws of the land. Both parents and authority figures such as teachers command and expect discipline, often described in terms of respect so that discipline and respect are synonymous. Self-discipline is paramount in maintaining efficient utilization of class time for academic activities, especially in the multiethnic classroom with its dynamic interaction of differences among students from varying ethnic or tribal backgrounds. Such varied ethnic backgrounds are representative of the population of Ghana, where this study was conducted. This study determines Ghanaian teachers' perceptions of discipline (behaviors/misbehaviors) in the classroom and whether culture was perceived by teachers as a factor in students' behavior. The research is significant in that in understanding teachers' perceptions of students' behaviors, the public will appreciate teachers' choices of intervention strategies in curbing misbehavior. Differential consequences based on what has triggered a behavior will also be more acceptable to children than a teacher's blanket application of consequences to all classroom behaviors. A future investigation using the findings of this research for comparative study of teachers' perceptions in different countries will provide insight into the extent to which findings can be generalized across cultures. The terms discipline and classroom management were used interchangeably in this study since they are both means for achieving similar ends. In addition to behavior and misbehavior, other terms used interchangeably are multiethnic and multitribal. (Contains 1 table.)