The purpose of this study was to determine how an urban school district's code of conduct aligned with actual school/class behaviors, and how stakeholders perceived the ability of this document to achieve its number one goal: safe and productive learning environments. Twenty participants including students, teachers, parents, and administrators were interviewed via focus groups and one on one interviews to gain their perceptions of the district wide code of conduct's ability to create a productive learning environment in one Baltimore City, Maryland K-8 school. Interview responses were compared to recent and prior district codes of conduct documents to determine the perceived effectiveness of the most recent code of conduct. Also, Baltimore City Code of Conduct documents were compared to three other school districts in the state to determine similarities and differences. Results from this school in Baltimore showed that participants did not perceive the code as effective in achieving its goal. Stakeholders showed compassion for students displaying behaviors that interrupted instruction: they wanted disruptions to cease, without returning to the negative effects of Zero Tolerance policies. Additionally, some associations between code of conduct strengths and weaknesses and state testing results, among the four districts, showed comparable relationships. When relevant, portions transcribed interviewee responses were included in the appendix section and as appropriate within the research. Group interview questions, results, and responses are appended.