The purpose of this qualitative case study was to understand why 12 teachers write office discipline referrals for elementary school students in a Title I elementary school located in the Southwestern United States. This study explored the experiences of 12 teachers using the following research questions: (1) What classroom management approaches do teachers use in a Title I elementary school? (2) Why do teachers who use a non-interventionist approach when controlling a classroom write office discipline referrals in a Title I elementary school? (3) Why do teachers who use an interactionalist approach when controlling a classroom write office discipline referrals in a Title I elementary school? (4) Why do teachers who use an interventionist approach when controlling a classroom write office discipline referrals in a Title I elementary school? and (5) How does classroom management approach influence the writing of ODRs in a Title I elementary school? A Continuum of Classroom Control, created by Wolfgang and Glickman, served as the theoretical framework for the study. Data were obtained and coded from the Behavior and Instructional Management Scale (BIMS) survey, one-on-one interviews, classroom and school discipline plans, and archival referrals. The primary themes that emerged from a thematic analysis of the coded data included communication, personal teacher factors (including the subtheme of teacher control), affecting learning, school factors, and student safety. Classroom management preference had no significant influence on why teachers write ODRs. [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.]