The study reported here was undertaken to determine if a structured human relations program, focusing on positive classroom management techniques, could contribute to more positive teacher-student relations and thereby help to decrease one of the major sources of friction in our educational communities. The major objective of this program was to focus on the task of developing more positive classroom management techniques for the participants. The design of the study specified six structured 2-hour sessions for each experimental group. Each session began with communication exercises stressing self-awareness and awareness of other school personnel. After the exercises, some typical classroom problems were presented through films, role play simulations, and other written materials. The participating subjects then proceeded to discuss and develop various positive coping techniques for dealing with the presented problems. The subjects were experienced teachers from three representative Title I, Elementary Secondary Education Act school in the Milwaukee Public School System. The general findings seem to suggest that teachers may have more success in dealing with elementary pupils than secondary students. Results suggest that this program may assist in dealing with relationship problems confronting urban schools. (Author/JM)