This study was designed to determine parent and student perspectives on school discipline in Tennessee schools and is parallel to an earlier study that examined the opinions towards discipline of teachers, administrators, and other school personnel. The sample includes nearly 1,300 students from three districts representing rural, small city, and large city school systems. The key purposes of the study were to identify the extent and nature of discipline problems as perceived by students and parents, to determine which problems concern these groups, to identify what the groups think are the conditions that cause or influence discipline, and to determine their views on solutions either currently in use or recommended. The study concludes that parents and students do not regard discipline as serious a problem as it is generally thought to be. Parents and students both see apathy and lack of interest as the most important school problems. Students perceive out-of-school factors as having the most influence on discipline problems. Students and parents agreed on both the most prevalent methods of dealing with discipline problems (sending students to the principal and using corporal punishment) and on preferred methods (correcting students privately and having teachers signal students that they are aware of a problem). (Author/IRT)