This paper is a small-scale ethnographic study that focuses on students’ resistance and responses to school power, as well as the extent and magnitude to which they occur. The theoretical foundation of the study is based on Foucault’s theory, the principles of symbolic interaction theory, resistance theory, as well as other corresponding researches, we recorded and analyzed the students’ practices in the regulatory and disciplinary school context that aim to render them submissive. It has been noticed that pupils resist to rules regarding the use of school space, timeframes and the work imposed on them institutionally. The pupils question, challenge and resist school power that is abusively exercised to them by teachers, poor quality lessons, teachers who are distant to them, or indifferent about the lesson, the learning process and outcome. Students seem to constantly seek to feel, even instantaneous, freedom and self-determination, forming their subjectivity by adopting different roles and behaving in an alternative way from the prescribed norm.