TO DETERMINE THE EFFECTS OF DESEGREGATION ON SCHOOL DISCIPLINE, PERSONAL INTERVIEWS WERE CONDUCTED WITH A LARGE NUMBER OF SCHOOL ADMINISTRATORS AND BOARD OFFICIALS, PARENTS, STUDENTS, AND COMMUNITY LAY LEADERS. IT WAS FOUND THAT DISCIPLINE PROBLEMS WERE CAUSED BY THE STUDENT'S INSECURITY AND RESENTMENT AT BEING WHAT THEY CONSIDERED "PAWNS" IN THE RESOLUTION OF A SOCIAL PROBLEM. HOME TRANSFER STUDENTS HAD A NEGATIVE ATTITUDE TOWARD THEIR NEW SCHOOL BECAUSE THEIR TEACHERS, WHOSE STATUS IS DEPENDENT ON THE STATUS OF THEIR STUDENTS, WERE HOSTILE TO THEM. NEGATIVE ATTITUDES COULD ALSO BE ATTRIBUTED TO THE STUDENT'S HOME ENVIRONMENT, PARTICULARLY ONE IN WHICH THERE WAS A DOMINANT MOTHER, WHO IN 80 PERCENT OF OPEN ENROLLMENT TRANSFERS WAS RESPONSIBLE FOR THE STUDENT'S ENROLLING IN A NEW SCHOOL. IN SOME CASES, HOWEVER, STUDENTS HAD A POSITIVE ATTITUDE TOWARD THE SCHOOL BECAUSE THEY REGARDED IT AS AN ESCAPE FROM THE INSECURITY OF THE HOME ENVIRONMENT. PATTERNS OF GOOD SCHOOL BEHAVIOR COULD BE ATTRIBUTED TO THE EXISTENCE OF A COMPETENT TEACHING AND ADMINISTRATIVE STAFF, WHO TENDED TO BE FAR MORE IMPORTANT FOR DISCIPLINE THAN THE PHYSICAL CONDITION OF THE SCHOOL OR THE AVAILABILITY OF SUPPLIES. THIS STUDY WAS PREPARED FOR THE AMERICAN ASSOCIATION FOR ADVANCE OF SCIENCE, MONTREAL, CANADA, AND WAS PUBLISHED IN THE "JOURNAL OF SECONDARY EDUCATION," VOLUME 42, NUMBER 2, FEBRUARY 1967. (DK)