Assessment of the format and content of a teacher in-service program on the aggressive child is the topic of this study. The program was presented by the Alexandria Community Mental Health Center to 284 elementary teachers from the local community. The teachers were asked to fill out pre- and post-workshop questionnaires regarding their expectations for the workshop and their attitudes about aggressive children. Although the data gathering method was inadequate for making definitive statements regarding attitude change, several issues were illuminated by the questionnaire. Teachers were pleased with the format but disappointed in the theoretical content of the workshop, thus raising the question of whether mental health staffs can shift from their need to deal with the theoretical to teachers' needs for receiving direct technical guidance in classroom management of the aggressive child. It also posed the question of whether the mental health staff should be the agent to provide this type of in-service program to teachers. (TL)