Discipline is defined as the practice of training people to obey rules or a code of behavior, using punishment to correct disobedience. In public schools across the United States, disparate discipline outcomes continue to plague most educational settings, and methods of effectively addressing this concern remain elusive. White teachers comprise the majority of the teaching force, and the over-representation of non-White students in exclusionary discipline may be function of cultural mismatch or bias. This qualitative study addresses how White teachers come to make decisions about discipline and explores factors that inform such decisions. The inquiry includes interviews with three White, middle school teachers. In their expressed values, beliefs and actions, each teacher emerged as representing a particular perspective from which to view discipline - "Discipline as Relationship Building," "Discipline as Social Justice," and "Discipline as Caring for and Challenging Students." Findings further highlight the need and importance for White educators to acknowledge the impact of "race" on themselves, students and the school system as an institution. Additional consideration is given to the trustworthiness of findings, implications and limitations of the study. [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.]