A major assumption of the paper is that most discipline or classroom management problems can be prevented. In most cases, this occurs by organizing effective schools and by using effective schooling practices for and with school children. However, prevention must also occur in the home by having parents teach their children appropriate, prosocial behavior and respect for authority figures and societal institutions before they enter school. Systemwide, school building, classroom, teacher, and student-specific practices are discussed as they relate to effective schools and schooling and to the prevention of student discipline problems. It is concluded that successful prevention programs can save time, money, and effort, although most schools are currently attuned to remedial or "bandaid" approaches that address existing programs on a situational basis. To change the approach of schools requires an organizational needs assessment that involves the community and the school district, as well as commitment by parents, school personnel, community support systems, and school children themselves. Additional prevention research is needed, since existing prevention research is limited because it focuses on remedial or direct service research. 57 references