Elementary teachers' free response self reports of how they would respond to students' hostile aggressive behavior (as depicted in two written vignettes) were transcribed, coded, and analyzed for relationships to the teachers' grade level (K-3 vs. 4-6), school location (Lansing vs. inner-city Detroit), and rating by their principals and by classroom observers (on ability to cope with problem students). In general, most teachers were poorly prepared to cope with student aggressiveness, and many, especially inner-city teachers, did not wish to even try to do so, preferring instead to refer the students to the principal. Teachers rated higher in ability to cope with problem students were more likely than teachers rated lower to try to settle the incident themselves and to try to socialize the aggressive students more effectively rather than to just punish them. (Authors)