Student indiscipline takes valuable time away from teaching and learning. Students display disruptive behaviors for different reasons: not knowing what is expected of them, unaware of their unacceptable behavior, seeking attention, or avoiding assigned work. The fictitious name is the Central Junior High School, which is the focus of this project. It is one of two junior high schools in the district of a small island nation and has experienced a high rate of student indiscipline. Using a needs assessment and improvement science, I did a root cause analysis to determine an initiative to reduce the high rate of student indiscipline. The improvement theory developed for this study holds that formalized research and influenced discipline methods are better than corporal punishment to maintain classroom management. Therefore, I used classroom management training with teachers of the institution to equip them with the knowledge and skills to become proactive in their approach to indiscipline. The training empowered teachers with the confidence and the ability to teach students their expectations. I also used Improvement Science throughout to guide and monitor the project. I collected qualitative and quantitative data from 12 teachers, one administrator, and one parent from the school. The results show that the improvement initiative of classroom management training was effective in the institution. The return on investment, the reduction in the number of students suspended in the year following the training, and evaluation responses were all improvement indicators. [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.]