Findings from indepth studies of discipline policies in three middle schools are summarized. Although all the schools were in a single urban district, significant differences were identified among them. The written policies of each school varied in the elaboration and emphasis of various themes in district policy, and the schools varied in the responsibilities they assigned to the student behavior specialist. The schools also varied in suspension rates and disciplinary referrals. The school with the highest number of suspensions and referrals had a codified, strictly enforced discipline policy. The school with the least number of suspensions and referrals did not have elaborate descriptions of rules, but the principal and teachers shared standards and were able to use discretion in handling individual cases of misbehavior. Rather than providing conclusions about effective discipline policies, these three case studies illustrate the problems of administrators in trying to balance teachers' needs for protection and students' needs for correction. (MLF)