This qualitative study aimed to examine African American students' perceptions regarding their school's disciplinary policies and procedures. This study was an attempt to answer the following central questions: What are the perceptions of African American students regarding their high school's disciplinary policies and procedures? What is the experience of African American students suspended one or more times? Other questions to consider were: According to African American high school students, what conditions are perceived as barriers to effective discipline practices? To find answers to the above questions, African American students who have been suspended or recommended for expulsion one or more times were asked to participate in an interview. From the dialog, five themes emerged. The themes were the excessive length of suspensions, the subjectivity of the discipline policy, the issue with teacher absenteeism, awareness of the discipline policy, intrinsic motivation, and cultural differences. In conducting this study, the researcher arrived at three conclusions. They included creating policies and procedures, culturally relevant training for teachers, and implementing alternative discipline practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]