Twelve years have elapsed since Public Law 94-142, the Education for All Handicapped Children Act (EAHCA), was passed by Congress. This paper accordingly reviews the far-reaching effects of EAHCA on the educational enterprise, focusing on the legal, administrative, and instructional challenges of disciplining handicapped students in a comprehensive secondary school setting. The first section reviews cases pertaining to a growing and complicated body of case law that directly affects the professional practice of disciplinary officers, special education administrators, parents, and students. The second section addresses the problems of translating case law into professional practice at the local school building level. The third section describes the way in which Glenbrook South High School in Glenview, Illinois has implemented diagnostically grounded discipline in its special education program through cooperation with the community. The fourth section presents three case studies involving diagnostically grounded discipline of handicapped students. The conclusion summarizes the disciplinary model set forth in the paper. (TE)