In this article, we examine the findings of a qualitative study exploring high school teachers' perceptions of student behavior problems. Four focus groups, each including four to eight teachers, were conducted through major school districts in two Southwestern states (Texas and Arizona). Descriptive phenomenology was used to identify patterns and themes in terms of the teachers' experiences with student behavior. Findings centered on key types of behavioral problems manifested by students, interventions for dealing with problems, and stated needs for additional institutional assistance in managing student behavior in the classroom.