This study focuses on the perceptions and professional practice of Black and White teachers in a high poverty, predominately Latino elementary school in the suburban US South. The investigation explored how successful practitioners negotiated student disciplinary concerns within their classrooms. Race and gender gaps were documented in three of the four participants' classrooms as Black males were over-represented on behavioral sanctions in two classes while Asian and Hispanic males were disciplined at a disproportionately high rate in the third. When discipline gaps were documented, the disparities were associated with students' language status and grade level. The role of contextual factors in facilitating the study's findings is highlighted and implications for theory and educational practice are discussed. (Contains 7 notes.)