Two elementary teachers were given systematic desensitization and behavior modification training to help them manage their feelings of anxiety and establish classroom control. Changes in teacher and student classroom behavior were recorded through daily observations by trained observers. The observers recorded teacher praise and criticism as well as student talk-outs and out-of-seats. A single subject design using back to baseline reversals was used to test the effectiveness of each intervention. The data indicate desensitization was effective in changing all observed behaviors in one teacher's class, but none in the other's. Behavior modification training, on the other hand, was generally effective in changing the behaviors in both classes. Student behavior changed much more than teacher behavior, suggesting the effects of unobserved variables. The results of three self assessment measures by the teachers were mixed. (Author)