This study sought to examine strategies of teams of teachers who have established their own discipline plans and compare them to teams of teachers who have not developed discipline plans. It is based on interviews with 28 team leaders from 5 middle schools in northwest Georgia, 9 of whom indicated that they had organized, written discipline plans in use. Data were also collected via surveys of 10 teachers who had participated in a discipline workshop. The results indicated that most teachers using a team-wide discipline plan were using some form of interventionist discipline strategy, and that the teachers who used this strategy thought that it was successful and positive for teachers, students, and parents. Teachers who did not follow a team-wide plan expressed little desire to communicate with each other. Team leaders without team-wide discipline plans indicated that teachers should handle their own discipline problems. Recommendations in regard to discipline strategies and practice include: (1) Administrators need to be made aware of the advantages of teamwide discipline plans; (2) teachers need to communicate with one another their own discipline philosophy and attempt to communicate with and about the students on their team; (3) teachers who are using belittling or destructive means of discipline should be encouraged to change their strategies; and (4) more research needs to be conducted to determine the amount of noninterventionist strategies that are being used to begin to capitalize on the benefits of such plans. (MDM)