Purpose: The purpose of this journal-ready dissertation was to analyze the relationship between the experience level of teachers on traditional high school campuses and student discipline placements into either ISS, OSS, or DAEP at three different levels of student enrollment consisting of students in Grades 9-12 across Texas. In the first study, teacher inexperience and student discipline placements on large-size high school campuses with an enrollment of more than 2,000 was examined. In the second study, teacher inexperience levels on traditional moderate-size high school campuses and student discipline placements with an enrollment between 1,000-1,999 students was addressed. In the third study, teacher inexperience and student discipline placements on traditional small-size high school campuses with an enrollment of less than 1,000 was analyzed. Teacher experience was categorized into two areas: those teachers with less than six years of experience and those teachers with six or more years of experience. The extent to which a relationship was present between teacher inexperience and student exclusionary discipline placements during the 2016-2017, 2017-2018, and 2018-2019 school years was determined. Method: In this multiyear analysis a non-experimental, quantitative, causal-comparative research design was used. Archival data were obtained using a Public Information Request from the Texas Education Agency for the 2016-2017, 2017-2018, and 2018- 2019 school years. Findings: The results of this multiyear analysis were mixed. Results were consistent for large-size campuses and small-size campuses in the first and third articles of this dissertation across all three school years. Statistically significant relationships were present between teacher inexperience and student exclusionary discipline assignments for large-size and small-size campuses. A statistically significant relationship was not present between teacher inexperience and the assignment of exclusionary discipline consequences on moderate-size campuses among all three school years. Statistically significant relationships existed between teacher inexperience and the assignment of out-of-school suspension and DAEP on moderate-size campuses. In all three articles, teacher inexperience and the average number of students assigned an exclusionary discipline consequence was related, albeit with small or moderate effect sizes. The largest percentage of experienced teachers was among small-size campuses, hovering around 70%. Experienced teachers among large-size and moderate-size campuses were around 65%. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]