One of 52 theoretical papers on school crime and its relation to poverty, this chapter presents four moralization paradigms (psychoanalytic, social learning, humanistic, and cognitive-developmental) as explanatory hypotheses for the relationship between poverty and school crime. The paper takes the position that no one paradigm is sufficient to account completely for school crime. Each paradigm is useful in explaining the moral orientations found both within and between individuals involved in school crime. Recent work in moral education is presented under each of the paradigms as a source for the prevention and control of school crime. It is concluded that an awareness of the complexities involved in the moral orientations of youth is a necessary first step in the development of broad-based approaches to the prevention and control of school crime. (Author/MLF)