When faced with the task of creating discipline in a junior high school where he was made principal, the author isolated the students and faculty who were involved in the most discipline referrals. He created a program that grouped the students with the most referrals with the teachers who made the most referrals in an interdisciplinary cluster. The program's performance objectives for both the students and the teachers are presented along with the teacher development program and the students' curriculum. The teacher development program focused on self-evaluation and teaching methods that take into consideration student attitudes and abilities. (IRT)