This case study of a biracial student who was actually pushed out from the regular school system focuses on the student's perceived reality. The theory supporting the study is Labeling Theory, which asserts that the way in which a student is labeled is dependent on the social context of the student. The subject, a biracial 14-year-old in an alternative school in Tennessee, had been expelled from her regular eighth-grade class because of her disruptive behavior. The student recounts examples of racial discrimination by teachers and other students at the predominantly white school to which she had been assigned, and the behavior of classmates who would set her up for confrontations. Following her transfer to the alternative school, the student reverted to being the cooperative and able student she had been before her enrollment in the predominantly white school. Important to the history of this student is that when she attended a neighborhood school close to the housing project in which she lived, she was not labeled a troublemaker. When she was accepted, she was not forced to behave in a rebellious way. Her experiences highlight the importance of teacher sensitivity to student circumstances. An interview transcript is appended. (Contains 56 references.) (SLD)