Reported are the effects of a structured inservice human relations training program on teacher coping behaviors in response to student misbehaviors. Sixty teachers from Title One elementary, junior, and senior level schools were randomly assigned to three experimental and three control groups. Changes in coping behavior were assessed by three nonreactive measures: discipline cards, psychological, and counseling referrals four weeks before and four weeks after the training program. Results showed significantly fewer psychological and counseling referrals at the elementary and junior levels and fewer discipline cards at the elementary level for the experimental groups as compared with the control groups. (Author)