The problem investigated is that high discipline referrals in schools serving at-risk high school students often lead to student attrition and lack of academic success. A qualitative methodology with a narrative research design was employed/utilized to investigate the impact of high discipline referring in schools in Alabama, including the investigation of successful and less successful interventions. Participants were ten teachers with more than three years of experience teaching math, science, English, history, military science, and special education to nine-12 grade students aged 14-19 in the Black Belt area public county school systems in Alabama. The research investigated the problem through two questions on discipline issues and solutions. The conceptual framework was based on the behavior learning theory. The literature review focused on behaviors that cause discipline problems in high schools, early signs, discipline policy, referrals and procedures, teacher characteristics, teacher perceptions, schools' leadership, and the overall school environment and classroom management role issues. Data were collected through a pre-interview questionnaire and semi-structured open-ended interviews. Data were analyzed by NVivo 14 as 218 codes were created from participants' perspectives. The findings were developed into the five themes of challenges--conflicts that cause high discipline referrals, solutions--strategies to manage high discipline referrals, solutions--strategies to reduce high referrals, intervention strategies that have been applied, and support needed to manage or reduce discipline referrals. The implications indicated that parents are needed to find solutions for behavior issues in school. The results suggest the need to analyze early signs of inappropriate behaviors and decrease the frequency of discipline referrals through timely interventions. The recommendations of analyzing character education programs and the effectiveness of the Positive Behavioral Interventions and Support PBIS) approach should be considered. [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.]