The purpose of this study was to examine the relationship between learning in the college disciplinary process, locus of control, and readiness to change. Specifically, the potential relationship between Locus of Control and Readiness to Change in the context of the college disciplinary process was explored, as well as correlations between these two constructs and achievement of specific, disciplinary process learning outcomes. The study also looked at differences in achievement of disciplinary process outcomes based on participants sex, age, violation type, method of resolution, and how long ago the disciplinary process was completed. A quantitative design was utilized, with a sample (n = 40) drawn from 2 private, selective, majority undergraduate research institutions. The University of Rhode Island Change Assessment (McConnaughy, DiClemente, Prochaska, & Velicer, 1989), the Internal Control Index (Duttweiler, 1984), and disciplinary process outcome items (Allen, 1994) collected data on the Locus of Control, Readiness to Change, and disciplinary process outcome achievement, respectively. Several significant findings at both the .05 and .01 alpha levels were identified based on the data analysis.This study found a relationship between Readiness to Change and achievement of disciplinary process outcomes, and provides support for applying the Transtheoretical Model of behavior change (of which Readiness to Change is a component) to the college disciplinary process in order to maximize achievement of learning outcomes.