This study investigated the practice of pupil suspension and its relationship with school discipline at Bukazi Primary School in Kisoro District, Uganda. Adopting a cross-sectional survey design, the research collected both quantitative and qualitative data from a sample of 171 respondents, including teachers, pupils, and school administrators, through questionnaires and interview guides. The results revealed that the primary causes of suspension were disrespect towards teachers (35%), fighting with peers (26%), and truancy (20%). While suspension was not a common practice for the majority, it was a recurrent issue for a significant minority. Critically, the data on the impact of suspension indicated it was largely ineffective; 39% of respondents reported it had no effect on behavior, while 38% believed it worsened behavior, compared to only 23% who observed any improvement. The study concluded that suspension was a counter-productive disciplinary measure for most pupils at Bukazi Primary School. This ineffectiveness was compounded by systemic challenges, including inadequate school policies, a lack of parental involvement, and limited teacher training in modern classroom management. The study recommends a fundamental shift from a punitive to a restorative approach. Key recommendations include revising the school's disciplinary policy to incorporate restorative justice practices, implementing comprehensive training for teachers in positive behavioral interventions, and establishing stronger parental involvement programs to address the root causes of indiscipline.