Focus was on three avenues of social control: student perceptions about the class environment and of sanctions, and teachers' perceptions of their control attempts. Results indicate that student perceptions of punishments did not make a significant contribution to the explanation of classroom misbehavior. Student perceptions of classroom environment uniquely explained over 14 percent of the variance in classroom misbehavior. The perceived length of time it took teachers to establish order in the class had a strong impact upon reported misbehavior. Student history of misbehavior also varied positively with misbehavior: Students who reported a history of getting into trouble were more likely to report currently engaging in misbehavior. Teachers' perceived certainty of punishment for misbehavior was associated with increased misbehavior, while rapid sanctioning of misbehavior by teachers was associated with decreased misbehavior in class. Male students were more likely to report misbehavior than females, and experienced teachers were more likely to control classroom misbehavior than were inexperienced teachers. 3 tables, 4 notes, and 53 references.