The purpose of this generic qualitative study was to explore middle school and/or high school teachers' experience and decision-making processes regarding writing disciplinary referrals for African American students demonstrating disruptive behavior in the classroom. "How do teachers describe their experiences and decision-making processes in regard to writing discipline referrals for African American students demonstrating disruptive behavior in the classroom?" was the research question selected to guide this study. This generic qualitative study focused on developing knowledge and an understanding of teachers' perspective on their experience and decision-making as it relates to issuing discipline referrals for African American students. There were eight semi structured interview questions asked to participants, whose responses were analyzed using an inductive analysis. Four major themes emerged from the raw data: (a) teachers encounter challenges with African American students' behaviors, (b) teachers engage in proactive behavior management strategies, (c) teachers are reluctant to engage in exclusionary discipline, and (d) teachers take steps before writing referrals. The findings of this study may support the improvement of professional development programs. Future researchers may confirm or expand the findings by considering the experiences of White or non-African American teachers, or by considering quantitative school discipline data. [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.]