To reduce aggressive children's behavior problems and to reduce their high risk status for later major difficulties, an Anger Coping intervention based on cognitive behavioral techniques was developed (Lochman, Nelson, and Sims, 1981). Despite promising outcomes, testing showed not all children improved with this program. This study compared the effects of two versions of the Anger Coping program to an untreated control condition. Both Anger Coping conditions used cognitive-behavioral and social problem-solving training, and one of the conditions included an adjunctive teacher consultation component designed to enhance teachers' facilitation of their students' problem solving skills. Eleven boys received Anger Coping, 13 received Anger Coping plus teacher consultation, and 8 boys served as untreated controls. The students had an average age of about 11 years. In comparison to the untreated aggressive boys, treated aggressive boys displayed significant improvements in their disruptive-aggressive off-task classroom behavior and in their perceived social competence, and they tended to have reductions in their teachers' ratings of their aggressiveness. The teacher consultation component did not augment treatment effects, and treatment effects were actually slightly stronger in the condition that used only Anger Coping groups with the boys. (Author/ABL)