This study explores school social workers' perceptions of their ability to successfully engage in practice tasks that reduce the likelihood of school suspension and undesirable behaviors among racial and ethnic groups within diverse geographical locations (urban, suburban, and rural). Using survey research methods with a convenience sample, 201 public school social workers participated in the project. Social work licensure, years of direct practice experience, barriers to practice, and greater amounts of cultural competence training were all found to be significant factors via the use of analysis of variance. Findings from this investigation can assist school social workers to better understand the need to evaluate their efforts at curbing student behaviors that lead to school suspension. Suggestions for future research are discussed, along with implications for school social work practice and practice evaluation.