Although the problem of disruptive students is not new in high-school classrooms, the rate of students being suspended or expelled is steadily increasing. This phenomenological study examined the effects of students' disruptive behaviors on instruction and learning in the secondary classroom. The purpose of the study was to explore teachers' perceptions of successful intervention strategies used to manage students' disruptions in the classroom. Interviews were conducted with seven secondary teachers who expressed their describe experiences of effective classroom strategies that resulted in decreased disruptive behaviors. Data were transcribed and analyzed through typologically coding question by question. The following themes emerged from the data analysis: respect, structure and consequences, and proximity control. Additionally, interpretive analysis of data revealed that students' disruptive behaviors impacted instruction and learning in the classroom. Implications for social change include valuable information that can be used to develop programs to improve training for teachers to effectively manage classrooms. The decrease of students' disruptive behaviors in the classroom and uninterrupted instruction time potential can result in increased achievement for all students.