The study described in this presentation was conducted to survey the status of classroom discipline within the professional teacher education curriculum and to ascertain the perceptions of preservice teachers towards addressing discipline problems. Classroom discipline is examined in the following ways: (1) an analysis of contemporary literature; (2) an examination of selected national college and university catalogs to determine the availability of separate discipline courses; (3) an intensive survey of teacher training institutions in Delaware, Maryland, and Washington, D.C.; and (4) a poll of preservice teachers (N=250) who had just completed 14 weeks of student teaching. Results indicate that student teachers want more time to be spent on discipline maintenance during preservice training (various theories and methods are discussd); however, planning and methodology were found to supercede discipline in actual teaching. Four appendices include: (1) college and university catalogs examined; (2) institutions in the Maryland, Delaware, and Washington, D.C. survey; (3) a student teacher questionnaire; and (4) participants' responses. (LL)