Researchers have been looking for solutions to disciplinary problems within the school setting. Many studies have been conducted to assess the impact of a variety of intervention strategies with research indicating that strategies involving self-regulatory control of behavioral responses can benefit students. Additionally, positive behavioral supports, increased supervision, and special accommodations for individuals with special needs have proven effective. The problem this study was designed to address was the gap in research addressing some students' lack of self-regulatory skills. The purpose of this single case study with both qualitative and quantitative data was to examine the perceived impact of self-regulatory skills training on a selected group of students placed in school suspension (ISS) multiple times during a school semester. Seventeen students in Grades 7-10 and 17 teachers participated in the study in which the students were exposed to six weeks of self-regulatory skills training addressing methods to regulate their responses to authority figures, classroom expectations, and appropriate peer interaction. Using anecdotal student records, student interviews, and teacher observations, this study assessed student perceptions of ISS placement and self-regulatory behaviors before and after the intervention, as well as teacher perceptions and observations of self-regulatory behaviors and the impact of the intervention. Thirteen (76 percent) of the 17 students achieved a reduction in ISS placements over the course of the study. Participating teachers reported a positive change in behavioral patterns for most of the students and the interviews with the students revealed increased knowledge of the relationship between self-regulatory behaviors and ISS placement. Overall, both the students and the teachers indicated the self-regulatory skill training was beneficial. There were limitations during this study. Those limitations included the number of students involved, the restriction to one site, the inability to control all environmental factors, and the possible bias of reporting by the teachers. The findings indicated the need for intervention for students who have been placed in ISS. Administrators should examine relevant research and best practice to determine appropriate methods for intervention. Further research with larger groups of students using the experimental model could provide data which yields a more comprehensive examination of the benefit of self-regulatory skills training. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]