This mixed-method study explored disruptive student behaviors and administrators' support for teachers in dealing with disruptive behaviors. The researcher collected data from teachers and administrators with online questionnaires. A Pearson r correlation showed a significant relationship between disruptive student behaviors and teachers' perceptions of efficiency in classroom management. A second Pearson r correlation showed a significant relationship between disruptive student behaviors and teachers' emotional well-being. Results from an independent samples t test showed a significant difference in the teachers' and administrators' perspectives about the support administrators provided to teachers in dealing with disruptive student behaviors. The qualitative data added to the understanding of the explored variables and offered specific examples of supports teachers need from administrators. [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.]