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Studies on school indiscipline have gained significant prominence in the academic world since the 90s. However, little is known so far about indiscipline in higher education. This paper aims to contribute to these studies by investigating the aesthetic experiences of indiscipline in higher education, as experienced by art teachers during their pedagogical practices. Through the method of aesthetic investigation, we seek to identify qualities present in experiences of indiscipline and thus understand the teachers' reaction to them. Analysing the teachers' aesthetic experiences resulted in some insights, which were highlighted at the end of this research.