One of the more perplexing problems facing middle schools is the use of in-school suspension (ISS). So as to understand better the effects of this practice, one middle school's ISS program was studied and evaluated. Current research on ISS polices and practices is limited, and there is little evidence that supports its use or reform; however, in light of research on young adolescents' needs, ISS does not seem to address those needs, socially or academically. For this study, parents, the ISS teacher, and students and teachers in one eighth-grade team were surveyed to gauge perceptions of ISS's effectiveness and usefulness. The results revealed a general sentiment of dissatisfaction with the school's use of ISS. The use of ISS caused teachers and the administration to become antagonists rather than role models for students. A comparison of reasons for students placed in ISS showed that students and teachers had different perceptions of what is acceptable or unacceptable behavior. This report recommends that if a school must use ISS, that it be used consistently, that teachers expand their repertoire of discipline strategies, that teachers create a workable environment for their students, and that students meet with a counselor to discuss their misbehavior. Appendices contain student, teacher, and parent surveys; student and parent responses; and a list of specific adolescent needs. (Contains 11 references.) (RJM)