Many qualitative studies have presented the reactions of general education teachers to disruptive students in their classrooms; however, there is a lack of data concerning how general education students perceive disruptive behavior. This ethnographic study explored ninth-grade student-informant\u27s insights on disruptive behaviors within the cultural setting of their academic environment. Findings include student-informants\u27 perceptions concerning the presence of disruptive behaviors in their classes; their descriptions of the disruptive behaviors; how they respond to those disruptions; and how they feel that the behavior of others influences their learning. Data were collected through long-term and repeated classroom observations, informant interviews and journals, and conversations with the informants. Analysis of data reveals the emergence of domains and themes. The transcribed study was verified through triangulation, long-term and repeated observations, member checks, peer examination, the use of an external auditor, and informant involvement in all phases of research. The final report was provided to the participating school district, principals and teachers. As educators continue to strive to maintain environments conducive to learning, this information is vital to decision makers. This study makes a unique contribution to the literature by providing an in-depth cultural portrait of ninth grade students\u27 interpretations of their experiences
