This study examines disciplinary judgments of disruptive behaviors by both individuals and dyads differing in moral reasoning. The severity and appropriateness of these judgments are looked at as well as how severe the disruptions are perceived. Several hypotheses are given. Subjects (N-110) were undergraduates in a teacher education program, and, they were ranked according to their "P" scores. They were given the Defining Issues Test and Disruptive Behavior Vignettes, and put into experimental groups. The results support the notion that the level of moral development a prospective teacher has obtained does influence judgmental behavior regarding disciplinary actions. There is a tendency for prospective teachers to perceive behavioral disturbances in direct relationship to their own moral development. (Author/LFB)