This exploratory study investigates the influence of teachers' perception of students' socio economic position (SEP) on the disciplinary practices they adopt in classrooms. Qualitative data were collected using classroom observations and interviews with students, their parents and teachers. Findings highlight differentiated disciplinary practices based on students perceived SEPs. Significant differences were evident in classroom observations and students' description of their disciplinary experiences. Differences were also manifested in parents' description of teachers' interactions with both students and parents. Findings also indicate that teachers' social class has no bearing on parents' perceptions of teachers' attitudes towards them. However, from the parents' viewpoint, their SEP may explain teachers' varied interactions towards parents and students from diverse backgrounds. Findings further indicate the implicit play of hierarchy and power within classroom settings was not lost on students who in turn engaged in the same manner during peer interactions.