Research grounded in labeling, differential association, social learning, and social control theory provides useful information about various phases of the delinquency process. However, none of these theories accounts for the entire delinquency process. This article incorporates theoretical elements of labeling, differential association, social learning and social control theories into a model that explains both initial and continued delinquency. Analysis of data from three waves of the National Youth Survey provides support for the model and shows that weakened social controls increase opportunities for associating with delinquent peers, learning delinquent behaviors, and committing initial delinquent acts. Initial delinquency increases the likelihood of being observed and negatively labeled by parents. These labels, in turn, increase the likelihood of future delinquency. These findings support arguments for integrated theory in the study of juvenile delinquency. Notes, figures, tables, references, appendix