Background: Adolescence is a critical phase of development and experimentation with delinquent behaviors. There is a growing body of literature exploring individual and structural impacts of discrimination on health outcomes and delinquent behaviors. However, there is limited research assessing how school diversity and discrimination impact students' delinquent behaviors. In response, the purpose of this study was to assess if individual- and school-level indicators of discrimination and diversity were associated with student delinquent behaviors among African American and White students. Methods: We analyzed Wave I (1994-1995) data from the National Longitudinal Study of Adolescent Health. Our analysis was limited to 8947 African American and White students (73% White, 48% male, and 88% parent = high school education). We used multilevel zero-inflated negative binomial regression to test the association of individual- and school characteristics and discrimination with the number of self-reported delinquent behaviors. Results: Race, sex, perceived peer inclusion, and teacher discrimination were predictors of students' delinquent behaviors. The average school perceived peer inclusion and percentage of African Americans in teaching roles were associated with delinquent behaviors. Conclusions: Findings from this study highlight the potential for intervention at the interpersonal and school levels to reduce delinquency among African American and White students.