In this article, I explore how discriminatory adult practices disproportionately involve Latino boys in the juvenile justice system. I use the critical methodologies of critical ethnography, critical discourse analysis and Critical Race Theory (CRT) to provide a race-centered analysis of decision-making in student discipline. My findings reveal that ideologies/narratives of white innocence and Latino male criminality led adults to more frequent surveillance of Latino male students which, in turn, contributed to their overrepresentation in the referral process and punitive disciplinary outcomes from suspension to removal, as well as greater contact with law enforcement. I highlight the case of Galvan, a Latino male student, as an example of the practices of inequitable student discipline. I conclude with an explanation of effective research-based practices that reduce racial disproportionalities in student discipline and create safer, more equitable schools. [NOTE: Page 61 was removed from the attached PDF because it was a blank page.]