An evaluation of discipline and vandalism in Scarborough, Ontario, Schools was conducted. Its objectives were: (1) to determine the level of self-discipline among students as perceived by parents, teachers, caretakers, office staff, and the students themselves; (2) to compare the responses and expectations of these groups for various grades and types of schools; (3) to provide teachers with a list of useful sources of information regarding student self-discipline; (4) to provide for teachers a list of successful methods of teaching and fostering self-discipline and preventing vandalism by students; and (5) to make appropriate recommendations. The study focused on students in Grades 3, 6, 8, 10, and 12. The data collection method involved the distribution and collection of questionnaires to and from members of all five groups surveyed. In general, findings indicated that student behavior was rated favorably by parents, teachers, caretakers, and office staff. There was, however, a gradual decrease in ratings from Grades 3 to 10, with an upward trend for Grade 12. Teachers stated that their most useful sources of information on the development of student self-discipline were discussions with educators and personal experience. Informal class discussions were regarded generally as the most favorable technique to teach and foster self-discipline. In addition, the most successful methods cited for preventing vandalism were stating the rules clearly and providing for informal class discussions. The report contains numerous statistical tables and includes the following six appendices: (1) a complete set of questionnaires; (2) the principals' survey; (3) a list of books, authors and other sources of knowledge related to self-discipline submitted by teachers; (4) a list of methods suggested by teachers to encourage self-discipline; (5) a list of additional methods suggested by teachers to prevent vandalism; (6) written responses to the discipline and vandalism questionnaire. (KH)