Recent studies suggest that top-down approaches to reducing out-of-school suspension (OSS) can be problematic. Yet when it comes to understanding the costs and/or benefits of suspensions in general, many discipline scholars believe we are at an impasse, and the public debate over discipline policy remains correspondingly polarized and two-dimensional. To escape from this methodological cul-de-sac, we asked educators what they think about school discipline (something no one had done systematically in nearly fifteen years). Specifically, we surveyed a nationally representative sample of over 1,200 grade 3–12 teachers, in partnership with the RAND Corporation.