In no other area of education is the gulf between teachers and administrators wider than in the area of student discipline. When new teachers cite lack of administrative support as their reason for leaving the profession, what they usually mean is lack of administrative support in handling student misbehavior. When administrators complain to one another about teachers, they usually commiserate about those who struggle with classroom management and discipline. The focus of their work is teaching and learning, and they invest a lot of time and attention in improving its design and delivery. Seldom, however, do teachers and administrators spend time together addressing an equally important task--developing a buildingwide discipline system. Ignoring the need for a comprehensive, consistent approach to student behavior is like sending teachers to deliver the academic program in utter darkness, wearing muzzles. Teachers and administrators alike hold erroneous notions about discipline that do not serve them well when they seek solutions to behavior problems in schools. Unless they adequately define the problem, they won't be effective in their attempts to solve it. In this article, the author discusses five false statements she continues to hear from education leaders and teachers that perpetuate problems related to student discipline: (1) If their lessons are engaging, teachers won't have discipline problems; (2) Teachers need to find their own style of discipline; (3) Effective teachers do not have power struggles with students; (4) A school leader's attention needs to be on instruction, not discipline; and (5) The school code of conduct is an adequate building discipline system. To establish effective schoolwide discipline systems, school leaders must challenge these five common notions.