This study found no significant difference in effectiveness of several methods of training regular classroom teachers to use operant management techniques. Training methods tested were 1) group inservice training with no feedback, 2) inservice training with feedback from observational data, and 3) inservice training with feedback from videotapes. Twenty female elementary school teachers were randomly assigned to an experimental or control group. Pre and post measures of pupil "time-on-task" behavior were made for two pupils identified by the teacher as "problem students" and for the class as a whole, using an author-developed behavior check list. Another author-developed observation instrument was used to make pre and post measures of teachers' classroom management techniques. Results indicated that each of the three training methods effected significant improvement in problem pupil behavior in comparison with the control group, although there were no differences in effectiveness of the three methods. All three methods were also found to increase the incidence of positive teacher behavior toward the class. It is concluded that improvement in pupil behavior can be effected through more economical teacher training procedures which do not require feedback. (The report includes a short bibliography, data tables, and the observation instruments used in the study.) (RT)