The purpose of this qualitative case study was to explore the perspectives that classroom teachers and school administrators have regarding corporal punishment as an alternative method to correct or change negative classroom behaviors. With the passage of the No Child Left Behind Act, schools have been forced to identify instructional and administrative practices that will increase student achievement while decreasing students' negative classroom behaviors. Negative classroom behaviors among students can interfere with the learning process and impede teachers' instructional delivery. The theories of Piaget and Kohlberg provided a conceptual basis for understanding the behaviors and developmental changes of school-age children. The research questions examined the perceptions of classroom teachers and school administrators concerning corporal punishment use or nonuse as a deterrent to negative student classroom behaviors. Data collection involved 5 survey questions, one-on-one interviews with teachers and administrators, and review of archival records provided by Texas rural school districts. Data for this case study were analyzed at 2 levels. At the first level, the specific analytical techniques of coding and categorization were used, and at the second level, the comparative method was used to analyze the coded and categorized data to determine emerging themes that served as the basis for the findings of the study. The study has positive implications for social change in the educational environment, in that the findings may be applied to efforts to control negative classroom behaviors and may thus promote academic excellence, leading to improved grades and standardized test scores.