The purpose of this study was to explore the perceptions, identification and treatment of students with behavior problems or disorders in India and the United States. Participants in the study were students and teachers in the United States and India. A qualitative approach included in-depth interviews and participant observations. These were conducted in classrooms both in India and the United States with teachers, students, and their parents/guardians. Data analysis reflected ongoing reflective journals, audio and video recordings, still photographs, and collections of ethnographic information which were gathered during interviews and observations by the researcher. Findings indicated that there were several factors i.e., family backgrounds, socioeconomics, environments, peer influence, cultural practices, societal expectations, and cultural gaps between home and school which influenced teachers' perceptions and understanding of behavior problems and disorders in the United States and India. Implications for educators and recommendation of future research are included. (Contains 3 tables.)