Special educators have historically used psychological theories to explain students' disruptive and oppositional behavior. Sociological research and theories have played a secondary or even nonexistent role. The sociology of education tradition within general education has developed an extensive literature examining student misbehavior. This article presents the resistance theories, one strain of the critical sociology of education. Given the preponderance of students of lower social class and minority group status within special education, these theories offer insightful and useful ways for special educators to understand the political nature of oppositional behavior. These theories provide suitable ways of interpreting the underlying political tensions that reside behind behavior and guidance for teachers who want to develop the school as a community enacting the social ethics of democracy.