This study was designed to replicate and improve upon Kaplan's 1992 study of the possible link between teachers' past experiences and use of aversive disciplinary strategies. The current study examines the possible effect of past home and school experience on both preservice and practicing teachers' choices of intervention. The first study explored the nature of childhood experiences with aversive consequences in preservice teachers and their subsequent selection of intervention choices. The second study examined the degree to which childhood aversive consequences influenced respondents' choice of interventions. Surveys of preservice and practicing teachers (which included case scenarios) found that among preservice teachers, there were no significant differences between aversive and positive/neutral intervention groups on the Personal History of Punishment Inventory (PHPI). Among practicing teachers, restrictive home experiences from the PHPI (such as grounding and restrictions from friends) significantly differentiated teachers when grouped by their choice of aversive versus positive/neutral interventions. Practicing teachers who had experienced restrictive consequences at home or school selected aversive interventions for students significantly more often than did those who had not. (Contains 34 references and 6 tables.) (SM)