Teachers play a crucial role in the lives of their students. They are tasked with numerous responsibilities to provide the best education as possible taking into consideration the many different backgrounds and presentations each child brings into the classroom. To better understand the ways in which teachers understand and support their students, this study examined teachers' attributions of student misbehavior and how these attributions relate to their subsequent recommended interventions. A quantitative study was conducted using an online survey completed by general education high school teachers. Fifty-two high school teachers made ratings of expected cause and recommended intervention when reading vignettes describing the misbehavior of male students at three levels of severity. Frequency distributions and non-parametric tests, such as chi square, were used to examine relationships between variables. Results indicated the majority of participants attributed student misbehavior to pupil-related mental health or learning difficulty factors. Very few participants recommended removal for suspension or expulsion regardless of attributed cause, while pupil-related (mental health or learning disability) attributions were associated with referral for additional services and pupil-related willful attributions were associated with recommending an in-class action. The mild level of student misbehavior was associated with recommendations for in-class interventions, whereas the moderate and severe levels of student misbehavior were associated with referral for additional services. Very few participants recommended severe intervention practices, regardless of the severity of the misbehavior. It is notable that the more severe the level of misbehavior the more likely the attribution was family-related. Future research may benefit from increasing the size and diversity of the sample and altering the implementation style of this study (e.g., watching video simulations of misbehavior, rating actual student misbehavior in the classroom ). Increasing teachers' understanding of their attributions for student misbehavior and how those attributions relate to recommended interventions should help to increase their confidence in intervening effectively within their classrooms. [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.]