Youth from nondominant racial communities have been disproportionately subjected to exclusionary disciplinary actions for less serious and more subjective incidents in the United States. This racial disproportionality in school discipline is associated with negative academic and social outcomes, further exacerbating the historical marginalization of nondominant communities. Grounded in cultural-historical activity theory and informed by an interdisciplinary literature, this article presents a formative intervention methodology, Learning Lab, as means of designing culturally responsive behavioral support systems from the ground-up with--not for--local stakeholders. Implications for practice and research are discussed.