Discipline is identified as a major issue affecting schools, especially in urban settings. This study uses a transformative screen, Student Voice, to legitimize the perceptions of students from groups of color regarding disciplinary action experienced or witnessed. The research was guided by three questions: What factors influence student/teacher confrontations? Do the confrontations involve dysfunctional students' behavior? Do the confrontations involve cultural/value conflicts? Subjects were 105 randomly selected students in a high school with a plurality of minority students. Data were collected from three sources: student open-ended questionnaires (68 responded), anecdotal observations (27 responded), and school/district records. Disciplinary issues were analyzed as to administrative and teacher response. Punitive actions taken were analyzed using student description, causality, and rationale. The major finding indicates that 84.28 percent of the confrontations were a result of perceived interpersonal issues when different sets of values, attitudes, and beliefs were held by students and teachers. (Contains 60 references.) (Author)