This study explored teacher and student perspectives on mandated school uniforms. Debate exists over the appropriateness of uniforms, with some stakeholders suggesting positive outcomes while others bemoan limits on student expression. This study sought to fill a gap in research specific to middle school uniform use by exploring teachers' and students' perceptions. This research also considered the intersection of gender and diversity issues with uniform policies because these topics are becoming more prominent in the discussion. Four focus groups were conducted, two at a suburban school and two at an inner-city school. Findings suggested that teachers and students at the suburban middle school experienced uniforms more positively than their counterparts in the inner city. Additionally, findings indicated that female students had more negative experiences with uniform policies and their enforcement. From a social identity perspective, this study suggests that the group experience of the same uniform could have a positive or negative impact. When people feel the need for a positive group self, they demonstrate ingroup bias, which could help or hamper the implementation of school uniforms. This research helps bridge the gap in empirical literature within the context of social groups and critical theory to offer recommendations for administrators and policymakers regarding school uniforms in public middle schools. Results can direct further research while raising awareness of issues administrators should address when considering the implementation of a school uniform policy. [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.]