The current study examined how teacher beliefs about the tenets of Catholic Social Teaching (CST)--dignity of the human person, seeking the common good, and preferential option for the poor and vulnerable--affected self-described responses to student behavior problems. In-depth interviews with seven secondary Catholic school teachers were analyzed using methods identified in grounded theory. Analyses reveal self-described responses towards behavior differed based on teacher beliefs about the student as an individual and within the context of the classroom. In particular, teacher congruence between beliefs and self-described responses to behavior was seen more in relation to the CST tenets--dignity of the human person and preferential option for the poor and vulnerable--and less in relation to the CST tenet seeking the common good. This congruence provided insight into teacher tolerance for student differences. A discussion on implications for practice concludes the article.