Rule-breaking behaviour of students is a common disciplinary problem in schools. Employing the constitutive perspective, which posits that every social phenomenon is co-produced by several constitutive units in a COREL (constitutive interrelational) set, this article presents the findings of a qualitative study of the phenomenon. Eleven constitutive units are identified: the rule-breaking student, the school Discipline Unit, the Counselling Unit, the Principal, the school social worker, the parents, classmates, the peers outside school, the research community, Hong Kong society, and the education policy of Hong Kong. As the degree of mutual influence of the units is different for each case, the intervention for each case is different. But we need to be clear in what direction and how we want the situation to be changed.