The study is limited to the teaching process and is observed from the perspective of the students on how the teacher establishes and maintains discipline in their classroom. Classroom management, relatively the introduction of discipline, is one of the primary elements of good teaching. Discipline primarily marks the norms and rules that the individuals follow willingly, and is one of the necessary educational means in school. The classroom as a community plays an important role for the teacher as an authority figure and as a leader. The stand of the teacher towards their students and towards their work as well determines the success of their teaching, and without discipline, teaching does not make sense. However, discipline must not be associated with a sense of control that requires unquestionable obedience. Therefore, teachers must possess pedagogical competence and respond to the individual needs of each student. Establishing good relationships with students is characterized by humanity, mutual respect, acceptance of the rules and responsibilities, fairness of the teacher and caring for others. By establishing this, the teacher supports the active learning, applies instructional strategies that stimulates critical thinking and enables it to be learned in practice while the students are actively engaged in the teaching process. Research has shown that most teachers do not use appropriate educational tools and methods to establish proper discipline in the classroom, as they seek to control the class rather than establish discipline and rules. Trough the interviews, many high school students expressed their views on discipline in teaching, the teachers work and the relationship that exists between discipline and academic achievement. Based on their testimonies, the paper shows the shortcomings and problems of teachers in failing to establish discipline in the classroom, while at the same time provides solutions, strategies and other suggestions for these problems to be avoided.