A study among black male junior high school students examined the degree to which school suspension was related to individual fit with the school environment. "Fit" referred to the congruence between a student's perceptions of school environment (as indicated by educational values, activity preferences, perceptions of racism and school problems, affective ratings of school staff, and problem solving styles) and the school's goals and expectations. Results indicated that, compared to students who had not been suspended during the school year, suspended students (1) demonstrated behavior, problem solving strategies, and perceptions of school that were less compatible with the demands of the educational process; (2) were generally less satisfied with the school's interpersonal environment; (3) preferred avoidance or aggressive strategies for solving problems; (4) relied less on school personnel for solving conflicts; and (5) were less satisfied with the school's mechanism for controlling students. In general, the nonsuspended students demonstrated a better fit with the school environment. These findings suggest that some aspects of the school environment may pose difficulties for students of diverse cultural backgrounds and that schools could make adjustments to minimize poor fits between suspended students and school expectations. (Author/MJL)