This interpretive case study focuses on a school grappling with discipline disparities among students of color in a majority white suburban school setting. The purpose of this study is to examine the underlying beliefs and interpretations of teachers in writing discipline referrals and assigning disciplinary consequences. The guiding research questions are: How do teachers and administrators make sense of racial discipline events that take place at George Washington Elementary School (GWES)? How do these incidents connect to or reveal the perception of adults on larger issues of discipline and the assigning of disciplinary consequences? I draw on the theories of Ideology, Color-Mute and Social Reproduction in order to understand the color-mute ideology that has been socially reproduced in GWES and has impacted the disciplining of three students of color. Findings reveal the subjective nature in which objective rules and protocols are being enforced, the SES and class difference between students including the intersection of race and class, and lastly the over disciplining of SOC leading to the criminalization of three particular students of color within GWES. These findings have implications for current discipline policies, standards and protocols and reveal an urgent need to revisit a system that has continuously oppressed students of color in different school settings. [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.]