Abstract: Education as a means of achieving economic development has become a respectable and challenging subject for scholarly research and analysis. Most studies indicate that many children are growing up without proper guidance from their parents. The parents/ guardians are largely absent and housemaids, the media and peers have become the main socialization agents of most children today. This study established the part guardians and parents play in addressing students’ discipline problems in public day secondary schools in Nakuru sub County, Nakuru County, Kenya. Nakuru East sub-County has 31 public day secondary schools, 18,600 students, 31 principals, and 806 teachers. Sixteen schools were randomly selected for the study. Data was collected from 80 parents, 50 students, and 24 teachers who were selected randomly from the 16 schools using questionnaires. Eight principals were also interviewed. Quantitative data was analyzed using descriptive statistics while qualitative data was analyzed using the thematic technique. Result found that stealing/ theft, skiving or truancy, and distraction in class were the most common forms of indiscipline in the schools. It was also found that there is little involvement of parent in addressing disciplinary issues. The study did arrive at a concrete verdict regarding the parenting styles of most parents/ guardians because different stakeholders have varying views. However, all stakeholders agreed that parenting style influences students’ discipline to a great extent. The study recommends that stakeholder particular teachers educate parents regarding parenting styles and their impact on student’s behavior. The study also recommends strengthening cooperation between teachers, students, principals, and parents so as to enhance discipline within the schools.