The sociocultural inequities and undesirable student outcomes that result from the overuse and misuse of exclusionary and punitive discipline practices reflect serious consequences for school environments and society as a whole. As research on discipline disproportionality with Latino/a students has been inconsistent, the current study utilizes the baseline ethnic distribution method to further explore discipline experiences of this population. In addition, using teachers and staff survey responses from four junior high schools ( N = 168), hierarchical multiple regression analyses were used to further understand the social structures that may influence the types of discipline used in schools. Specifically, the relations between adult-student relationships, racial climate, and the use of punitive and positive discipline practices were explored. Results indicate that Latino/a students are significantly more likely to be excluded from school than White students. Racial climate was also found to be a significant moderator in the relation between adult-student relationships and punitive discipline techniques. Implications for theory, research, and practical application are discussed.