This study examined discipline problems arising in kindergarten through eighth grade classrooms and teachers' attempts to solve them. A total of 746 students in 35 classrooms were observed by 35 teacher-education students placed in separate classrooms in southern New Jersey. During ten 50-minute observation sessions, each student directly observed and coded, based on predefined behavioral categories, the discipline problems arising in the classroom and the disciplinary techniques teachers adopted to solve them. Findings indicated that the most frequent problems were talking or whispering, being out-of-seat, fidgeting, and inattention. The problems were similar from grade to grade but varied in frequency. The teachers' techniques used to solve the discipline problems were ones that did not interrupt the flow of instruction, including verbal techniques such as "shh-shh" and "stop," repeating directions, or ignoring the disruption. The least commonly used techniques were time-out, sending students to the principal's office, or requiring extra work. (Contains 25 references.) (Author/KB)