This article describes the results of a case study which worked with 80 lecturers drawn from Israeli teachers' colleges. The lecturers reported that they face relatively few discipline problems. The lecturers treated each case in an ad hoc way, responded mildly and avoided imposing sanctions. It is argued that the student teachers' misconduct could have been used by their lecturers as excellent raw material to analyse the conditions in which problems are likely to occur in the school classroom. The lack of transference from the college setting to the student teachers' experience in the classroom is discussed.