In public education systems, there is a rising cause for concern over the disproportionality in administrating discipline to students, primarily students of color, compared to their White peers. The purpose of this qualitative descriptive study was to explore teachers' perceptions of disparities in the administration of discipline between students of color and White students. The participating teachers suggested strategic interventions to limit or eliminate disparities in school discipline. Fifteen purposefully sampled public school teachers engaged in semi-structured interviews with open-ended questions to address the research topic and the framework of critical race theory, which focuses on the relationships between race, racism, and power. The findings indicated that students of color continue to be disproportionately disciplined compared to their White peers. Other key findings suggest that educators lack the cultural competency to deal with diverse classroom settings and need further training on using cultural responsiveness to address student behavioral issues. There is a need for more teachers of color; strategic hiring by district leaders of individuals from non-majority backgrounds could bridge the gap. This study contributed to the literature by evidencing ongoing disproportionalities in school discipline in the American public school system. School administrators at all levels could use the findings when contemplating alternative disciplinary measures to minimize or eliminate educational inequities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]