Teachers are entering the classroom through a variety of certification routes and programs responsible for training prospective teachers in the areas of curriculum, assessment, theory, pedagogy, and classroom management. Once certification is received, these teachers enter the classroom and face many issues, including discipline in the classroom and the writing of referrals. This study attempted to determine if there is a relationship between traditional or alternative certification programs and the number of discipline referrals written by teachers and will also determine if there is a relationship between student teaching and the number of discipline referrals written by teachers. Additionally, teachers' level of education and years of teaching experience, age, race, and gender were also factored in to determine if a correlation existed between these factors and the number of discipline referrals written by teachers. Literature discussing the process of becoming a teacher, routes to certification, roles of a teacher, and issues for teachers was reviewed. The population for this study was the middle and high school teachers in one rural south central Texas school district. Data were collected from the school district's personnel database as well as from the campus level administrators. Hierarchical regressions were used to test null hypotheses and recommendations and suggestions were made. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]