The author reviews literature supporting the importance of cooperative parent-teacher relationships for exceptional children and describes a graduate level course offered at Rhode Island College on behavior management for parents and teachers of exceptional children and youth with behavior problems. Both advantages and problems with offering a college course on behavior management for parents and teachers of exceptional children are considered, including that parents and teachers can explore their feelings about positive and negative parent-teacher conferences and that special administrative arrangements need to be made so parents and teachers can take the same course. A sample contract for an exceptional child is offered. (SBH)