This study examines Chicano students' perceptions of disciplinary actions experienced or witnessed. A qualitative methodology, including focus groups, semi-structured interviews, and field work (classroom observations, student school records, and teacher interviews) examines operative factors during student-teacher confrontations. Students (N=4) were selected from an urban secondary school. The data reveal that these students perceive school as a place centered on the needs of school staff, which resulted in feelings of alienation and disempowerment for the students. They describe the differences of perceptions between themselves and teachers on two distinct levels: the content of the disciplinary event and their conceptual view of specific components of the misbehavior as opposed to what they perceive as the general, "whole package," account stated by staff. Confrontations are described as a result of perceived injustices in the application of rules when different sets of values, attitudes, and beliefs are held by students and teachers. Knowledge of the disciplinary consequence did not influence their decisions to comply. (Contains 36 references.) (Author)