This study aims to conceptualize disobedient pupil behavior within the more general framework of antisocial behavior and to reveal how two forms of aggressiveness are related to disobedience. Disobedience, in the context of this article, covers disruptive pupil behavior or discipline problems when the pupil is aware of breaking a standard set by the teacher. Self-reported data were collected from a representative sample of Norwegian eighth-graders, 1,010 boys and 1,073 girls. Structural equation modeling, with latent variables, was used following LISREL 8.80. Analyses were conducted for boys and girls separately by multi-group modeling. Confirmatory factor analyses supported the construct of disobedience as homogenous across genders. Structural models confirmed reactive aggressiveness, proactive power-related, and proactive affiliation-related aggressiveness as predictors of disobedience in both boys and girls. (Contains 4 tables and 2 footnotes.)