In his book "The World Is Flat," Friedman (2005) argued that people have under-appreciated the role that humiliation plays in terrorism. If it is true, that humiliation plays a role in terrorism, what role might this under-appreciated emotion play in middle school? If terrorists act, in part, based on humiliation, how do middle school students act when they experience this emotion? To answer these questions, the authors interviewed 10 middle school teachers and 10 students. They asked them about times they (or their students or peers) were humiliated and what happened. The responses from the teachers and students about the ways that students are humiliated clustered into three major areas: (1) bullying; (2) teacher behavior; and (3) remedial reading. In addition, the authors searched the ERIC database for documentation about the impact humiliation has on middle school students. This article begins by discussing the findings from the authors' interviews and surveys. Then it describes the effects of humiliation on middle school learners and examines the perspectives of teachers and students on each of these issues, including: (1) drug and alcohol use; (2) attendance problems; (3) dropping out of school; (4) pregnancy; and (5) suicide. Recommendations for reducing humiliation in the middle school are presented. (Contains 1 note.)