School disturbance laws, unfair disciplinary policies, and law enforcement officers' presence on public school grounds perpetuate the school-to-prison pipeline throughout the United States. The problem is South Carolina's Disturbing Schools Law could be perpetuating a version of the school-to-prison pipeline. The purpose of the study was to understand the lived experiences of former South Carolina high school students charged with disturbing schools. Though numerous studies exist relative to the school-to-prison pipeline in larger geographical locations, specific research into the effects of the Disturbing Schools Law had not been published. Ecological theory served as the theoretical framework to assist with understanding the phenomenon of the lived experiences of former high school students who are now adults. The goal of the study was to understand the experiences of those who had been involved with the juvenile correctional system, what events led to placement in alternative education or a correctional setting, and how the Disturbing Schools Law impacted their life. The phenomenological study involved semi-structured interviews with 16 young adults who were charged with violating South Carolina's Disturbing Schools Law as adolescents. The 41 initial codes were applied to different participants' responses through reflective and reflexive analysis, using NVIVO software. Home background, school background, discipline measures, participant descriptions, impact of charges, and participants' views of the Disturbing Schools Law were the six themes derived from the research questions. The results of the study may contribute to the existing knowledge regarding the influence of the Disturbing Schools Law on students. The findings motivated recommendations for future research directions. [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.]