The development of self-control, or the ability to manage one's behavior to comply with normative behavioral expectations, is generally recognized as a significant factor in preventing antisocial behavior and crime. Although extensive research has focused on the link between an individual's self-control and involvement in crime and/or problem behaviors, much less research has identified and examined the potential sources of an individual's self-control. The current study considers the school context as a potential resource for the development of self-control. One source of data was the National Longitudinal Survey of Youth (NLSY), which was a multistage, stratified cluster sample of 12,686 individuals between the ages of 14 and 21 in 1979. Since 1979, yearly interviews have been conducted with the sample to examine experiences when the youths completed high school and entered the workforce. The second source of data was the NLSY Child-Mother, which was a separate biennial data collection that began in 1986. It included detailed assessments of each child born to the females in the original NLSY data cohort. The two surveys provided information on the following variables related to the cultivation of self-control: poor parental supervision, parental discipline, neighborhood socialization, and school socialization. The behavioral measures of self-control were based on an individual's total score on portions of the Behavioral Problem Index measured when individuals were age 10. The study found that although school socialization was a significant contributor to self-control in less disadvantaged neighborhoods, it failed to enhance self-control in more disadvantaged neighborhoods. The theoretical implications of this study in relation to the development of self-control are discussed. 4 tables, 11 notes, and 67 references