This paper is a report of a study which examined patterns of misbehaviour and punishment in 52 secondary schools within the South Central region of the Education Department of Victoria, Australia, and considered their significance as indicators of the implicit values endorsed by the school and as measures of one aspect of school climate. The results of a factor analysis revealed the existence of four factors, reflecting differing values emphases within schools. A further statistical analysis led to the determination of four categories of climate, designated as “controlled”, “conflictual”, “libertarian” and “autonomous”. The characteristics of each school system were then considered in relation to these groupings.