The purpose of this study was to identify the perceptions of elementary administrators' and elementary teachers' on the effectiveness of school-based disciplinary policies as they relate to English language learners. This study identified the current policies and beliefs that are in place when it comes to discipline for our ELL population, and if those policies, in fact, are successful. Moreover, this study sought to understand the perceptions of both teachers and administrators in regards to discipline policies for ELLs. This study was conducted through interviews with elementary teachers and elementary administrators in suburban elementary school districts across the downstate area of New York state. A document analysis was also conducted by reviewing the current codes of conduct from administrative participant school districts, along with a review of those districts' disproportionality data. Upon the conclusion of this qualitative study, it was found that administrators measure success through the number of disciplinary actions that are reported. Additionally, it was concluded that cultural awareness is crucial in understanding students of different populations. Finally, both teachers and administrators agreed that ELLs should not be held to different standards, however, considerations should be made for ELLs who are on the Entering Level of English language proficiency. [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.]