The relationship between interpersonal problem-solving training and behavioral adjustment was examined for 54 black, low-income preschool children. Pre- and post-testing was done with two interpersonal problem-solving measures designed by Shure and Spivack, Shure and Spivack's Hahnemann Preschool Behavior Rating Scale which classroom teachers were asked to complete for each child, and the Sharp Behavior Identification Checklist which was used to observe the children in small play groups. The children's scores on the behavior rating scale were used to classify children as adjusted, inhibited, or impulsive. Following preliminary analyses of pre-test data, children were assigned to one of three conditions. The problem-solving training condition consisted of interpersonal cognitive problem-solving training exactly as set down by Shure and Spivack. The modified problem-solving training condition employed Shure and Spivack's lessons with the exception of the first twelve on prerequisite language skills. In the attention placebo control condition, the children received a general cognitive enrichment program stressing language and number concepts. Children within each condition met in small groups with their trainer outside the classroom for 15-20 minutes a day for a total of 44 days. The findings suggest that problem-solving training does not mediate improvement in preschoolers' behavioral adjustment whether one uses teachers' ratings or independent observations of the children's behavior. (JMB)