It is time to stop blaming the rise in serious student misbehavior on families, peers, teachers, school systems and society, and to begin to hold students responsible for their own actions. To compare the personal characteristics of disruptive and "normal" students, teachers in a small high school identified 69 inhibitors (disruptive students) and 92 facilitators (well-behaved students) who subsequently completed the Intellectual Achievement Responsibility Questionnaire, the Rotter Internal-External Control Scale, the Motivation Inventory and the Crime Prevention Attitude Inventory. Compared to inhibitors, facilitators were more internal, more strongly motivated by needs higher on the Maslow hierarchy, and more law-and-order oriented with respect to crime prevention. Results were discussed in terms of their salience for classroom teachers and the probable effects of attribution retraining upon inhibitors. (Author)