Disparities in suspension rates for White, Black, Hispanic, and American Indian students are more often a result of inequitable disciplinary actions than differences in behavior. Exclusionary discipline undermines students' academic achievement by weakening their connection with school and removing them from the classroom. Students who experience multiple suspensions are at risk for academic failure, dropping out, substance use, and delinquency. Consequently, exclusionary discipline may explain some of the achievement gap between White students and students of color. Inequitable application of school discipline that is based on race, ethnicity, sex, or disability also raises concerns about equity and the school's legal responsibility to protect the civil rights of each student. Although it is challenging, eliminating disparity in school discipline is an achievable and worthwhile goal. This article highlights nine features that schools have used to address this issue successfully. These features are: (1) Lead through collaboration and by example; (2) Use data to identify problems and inform decision making; (3) Develop positive, caring relationships with each student; (4) Establish high expectations for each student; (5) Teach social and emotional learning skills; (6) Structure school and classroom environments; (7) Provide teachers with professional development and resources; (8) Involve parents early and often; and (9) Use preventive and proactive discipline practices.