The purpose of this study was to examine the relationship between teachers' classroom discipline techniques and students' individual and communal responsibility in Australian, Chinese, and Israeli classrooms. The sample comprised 5521 students in grades 7-12 and 748 teachers. The participating Australian, Chinese, and Israeli schools included both larger and smaller schools, situated in a range of socioeconomic and geographic areas. Results showed that teachers who utilize more inclusive disciplinary techniques have students who take more responsibility for their own behavior and for the behavior of their peers. In general students appeared to act responsibly in class in all three settings, and their self-reported levels of responsibility were generally validated by their teachers' perceptions. Implications for educators and further research are discussed. (Contains 5 tables.)