This paper describes and categorizes the characteristics of disadvantaged urban children with behavior disorders which may have some deleterious effect on their learning, and discusses the several kinds of activities which a comprehensive program of guidance for such children would entail for a specialist in guidance services. The relevant characteristics are: contradictory attitudes toward self; higher incidence of utilitarian or materialistic attitudes than in more privileged groups; low level of aspiration or motivation in relation to academics as well as to some social norms; differences in learning styles, modes of perception, perceptual habits, and temperamental traits; and, hypermobility, family instability, distorted model relationships, economic insufficiency, housing inadequacy, repeated subjugation to discriminatory treatment, and similar socio-cultural patterns in the life of these children. The areas of activity considered important for an effective guidance program are: appraisal, a qualitative rather than quantitative analysis of individual functioning and environment; prescription, the planning and design of appropriate learning experiences; support, for development and learning; orientation and interpretation; socialization and politicalization; pupil advocacy, the protection of the best interests of the pupil; and, counseling relative to role choice and implementation. (RJ)