This study uses an explanatory sequential mixed-methods approach to examine principals'responses to their schools' disproportionate discipline data in five schools located in the ruralsoutheastern United States. Semi-structured interviews were analyzed for principals' insight intotheir school discipline data. Results indicated that Black students were being disciplined at higherrates than white students in all five schools with principals sharing varied responses in discussingperceptions of causality. Principals attributed disproportionate discipline to a cultural mismatchbetween teachers and students, followed by student trauma and mental health issues.Recommendations are made for principal action and preparation.