Behavior management can be a key to student, teacher, and district success. When students with disabilities are served, effective behavior management is even more critical. Failure to implement proper discipline with students with disabilities can have financial consequences. For students, the emotional toll can be greater, albeit intangible. Given what is at stake, district administrators must be aware of both the educational and legal issues involved in managing the behavior of students with disabilities by implementing effective districtwide policies and implementing appropriate interventions on a case-by-case basis. It is well-known that student learning is impacted negatively by poorly managed classrooms and buildings and impacted positively by well-managed classrooms and buildings. The authors discuss how to promote a districtwide climate that cultivates well-managed classrooms and buildings. They present preventive strategies that administrators need to implement in order to keep students from exhibiting chronic behavior problems. While districtwide and individualized preventative strategies can prevent misbehavior and encourage desired behavior, some students will still break rules. When students with disabilities engage in misconduct, administrators should be aware that federal laws, including Section 504 of the Rehabilitation Act of 1973 (or commonly known as Section 504) and the Individuals with Disabilities Education Improvement Act of 2004 (IDEA), provide those students with specific procedural safeguards. The authors emphasize that administrators should be well schooled on appropriate districtwide and individualized preventative measures for managing student behavior and on the legal issues relating to the discipline of students with disabilities.