Psychologists and sociologists recognize the importance of graffiti, yet there is a lack of information on the content of high school desk top graffiti. To study desk top graffiti, a 9th and 10th grade English classroom located in an inner city high school in the southeastern United States was found in which graffiti was written on nearly 90% of the desks. A total of 375 clearly discernible graffiti was copied on cards with chained responses being treated as a single unit. The graffiti were classified into content categories established a posteriori: (1) proper names and nicknames; (2) subject-related scriptures; (3) romantic; (4) general remarks; (5) drawings; and (6) mathematical operations. Data were analyzed in terms of frequency and percentages. The results revealed that graffiti content reflected three main concerns of the students: the establishment of a self-identity, class work, and love relationships. These findings suggest a need for the school to deal with adolescent problems. Content differences were found between desk top classroom graffiti and high school restroom graffiti. The structured environment of the classroom may have imposed social restraint on the students' written expressions. (Author/NB)