This study examined teachers' perceptions of the nature and extent of behavior problems exhibited by children in nursery classes. A total of 154 teachers from public and private schools in rural, small town, and urban areas in Greece completed a self-reporting questionnaire and an evaluation of their students' behavior. The results showed differences in the overall prevalence rate of behavior problems in relation to geographic region and population density. Children in cities were perceived as exhibiting more problems than children in small towns, while rural children were perceived as exhibiting more behavior problems than urban or small town children. Children in larger classes were perceived by their teachers to have more conduct problems than children in smaller classes. Teachers reported that afternoon nursery classes presented more than twice as many behavior problems than morning sessions. These findings generally support the view that environment, both of the immediate classroom and the wider community, plays an important role in teachers' perceptions of children's behavior. An appendix provides sample questions from the teacher questionnaire. Contains 55 references. (MDM)