A decade of research on school discipline has made society keenly aware of the "elephant in the room." Overwhelmingly, Black students are "wounded" permanently when they are suspended over and over for offenses that are overlooked when their white counterparts commit the same infraction. Since Black students are suspended frequently, where do they go during the day? They revert back to their neighborhoods where supervision is scarce; ultimately, many of these suspended Black students commit crimes that eventually introduce them to the juvenile justice system (Skiba et al., 2011). The focus of this study is to investigate why Black students are suspended more than white students in a rural high school in the center of North Carolina. Skiba and Sprague (2008) indicate that out-of-school suspensions may have adverse effects on student outcomes and the learning climate. Because suspensions are disproportionately issued to minority students, some researchers believe that minority students are segregated based on discipline, and are thus denied equal protection under the 14th Amendment (Skiba et al., 2011). Research suggests that suspensions have a limited effect on the behavior modification and stifles student achievement (Fenning et al., 2012; Michail, 2011; Teasley & Miller, 2011). This study may benefit not only my school system but also other school systems, which may create or revise policies based upon the results. Administrators may even decide to implement similar alternatives to suspension programs in their school district. Teachers may use this study to reflect on their own practices in districts across the state.