This study examined the state of discipline in secondary schools in Mulwani Zone, Livingstone District, where issues such as absenteeism, classroom disruption, and disrespect for authority affect learning outcomes. A qualitative case study design was used, with data collected through interviews, focus group discussions, and observations involving teachers, students, parents, and administrators.Findings revealed that indiscipline is influenced by multiple factors, including teaching challenges, weak policy implementation, socio-economic conditions, limited use of positive discipline strategies, and low parental involvement. The study also found that existing disciplinary measures are often inconsistent and ineffective.The study concludes that addressing indiscipline requires a coordinated approach involving schools, families, and policymakers. It recommends adopting consistent, positive, and context-based disciplinary strategies to improve student behaviour and create a conducive learning environment.