A questionnaire on attitudes toward discipline problems and classroom management strategies was submitted to 71 secondary school teachers. Thirty-eight of the respondents taught in a large inner-city junior high school composed of equal percentages of White, Black, and Hispanic students. The remaining 33 respondents taught in a small, suburban school in an affluent district with a predominantly white student population. The first section of the questionnaire dealt with classroom management techniques, characteristics of students viewed as discipline problems, and corrective measures employed in the schools. The second section asked for rank ordering in importance of the major causes of discipline problems, the most frequently occurring problems, and ways to improve discipline. Results showed that a majority of the teachers agreed with over half of the statements presented in the first section, and that they were in solid agreement that discipline problems were greater in the inner-city school. When teachers ranked in order of importance the major causes of discipline problems, problem frequency, and ways to improve discipline, few rankings were found statistically different. Analysis of responses indicated that teachers recognize the need for competence in classroom management, feel a need for administrative support in handling problems, and are receptive to more training in classroom management. Several suggested guidelines for inservice planning are discussed. (JD)