This study examined cross-cultural differences in European American teachers' explanations for the causes of school problems among African American, European American, and Hispanic American 5- to 11-year-olds. Responses to open-ended questions were analyzed using an attribution theory framework. For European American children, teachers tended to use situational explanation of problems (57.1%). In comparison, for African American and Hispanic American children, teachers tended to use personal explanation of youth problems (64.8%). There were a wide variety of explanations within these broad categories. The results indicate that teachers tend to blame European American youth problems on other persons and the environment (situational factors), whereas teachers tend to blame African American and Hispanic American youth problems on the individual (dispositional factors). The findings suggest that an increased understanding of the cultural diversity in teachers' perceptions of youth problems is important to discussions about student discipline and their possible applications. Implications for future research directions are discussed. (Contains 23 references.) (Author/JDM)