Teachers are at the forefront of identifying internalizing and externalizing behavioral symptoms in children; however, there are disparities in how these behaviors are addressed in the classroom, particularly in relation to disciplinary disparities. This study examined whether teacher education students, when presented with differing behaviors, would be more likely to refer one type of behavior than others. Participants (N=233) from a teacher preparation program completed a series of questions regarding disciplinary decisions for each of eight vignettes based on four child pathology diagnostic categories. The analysis found that participants were more likely to refer students displaying internalization symptoms to the school psychologist and were more likely to address externalizing behavior in the classroom as opposed to internalizing behavior.