This study examined whether child, parental, and socioenvironmental factors predict disruptive school behavior two years later. Data from a sample of 10-to 12-year-old youths, including 289 African American, 183 Hispanic/Latino, and 335 non-Hispanic white youths from the National Longitudinal Survey of Youth were analyzed. Findings indicate that youths who were older, African American, male, and living in single-mother families exhibited higher levels of disruptive school behavior. In the home, lower levels of parental emotional support and supervision, low educational expectations, and physical discipline predicted disruptive school behavior. Youths' assessment of the school, grade retention, and exposure to deviant peer pressure and associations also predicted school behavior problems; but of the parenting, school, peer, and neighborhood influences, deviant peer pressure and associations had the strongest relation to disruptive school behavior. Implications for policy and practice are discussed.