Description: A teacher on her way to the institute, in a traffic jam, it comes to her mind images of her daily life at school, meanwhile she asks herself why she continues to work in a school with poorly educated students, if her real vocation as a biologist was to study gorillas in the mountains of Zaire. This story helps to support a qualitative study of school discipline in Secondary Education Centres in Andalusia (Spain). This research was focused to principals and facilitators of 24 Educative Centres, with the aim to contrast, from a qualitative point of view, two previous investigations about coexistence: one of them based on the analysis of the ¨Educative Projects¨ of the Centres and the other on the analysis of a questionnaire about the regulatory norm of discipline in Andalusia. In both cases it had been used for the analysis the model CBAM (Concerns Based Adoption Model) Hall and Hord (1987) and there were obtained high levels of disagreement regarding the level of usage (scale Level of use CBAM). Methodology: The story, created based on the concerns of professors previously interviewed and from the literature about school coexistence, includes 13 illustrations which reflect the discipline problems found in the classrooms. With these illustrations we intended to stimulate teachers' memories, frequently tired due to so many questionnaires and surveys. The story is interrupted and some questions were asked about the frequency of the problems, the capacity of the coexistence norm to solve them, the possible modifications of that norm and the alternatives, if any, to the norm that can be carried out by the professor from his professional experience. For the codification, we used Hyperresearchâ, Proceeding with a double narrative analysis. A general analysis establishing main codes and its frequencies and a code analysis grouped for each question made, thus reconstructing a narration about the importance of the problems perceived, the validity of the norm to solve them, and the possible alternatives to the norm. Conclusions: Carried out the narrative analysis, there were established two different forms to understand the problem of discipline management in the Educative Centres: one of them focused to rigid norms and their severe application and the other focused to the measures with educative character. These two points of view which are in correspondence with different perceptions of the existing problems in the Educative Centres coincided with the results in previous studies regarding the lack of professional agreement on school discipline.