Teachers often spend more time in the classroom dealing with disruptions and conflict than they do teaching. This report describes a study (n=18) that was conducted to assess the effects of a school-based group treatment program on social skills development and anger management for students with behavior problems in an urban Saskatchewan (Canada) setting. The 10-session treatment program was based on a cognitive-behavioral skills deficit approach from Goldstein's Anger Control program for adolescents. The study explores the obstacles that occur when conducting research involving students with behavior problems and identifies the difficulties in the delivery and implementation of anger management programs. The students' perceptions of the program effectiveness and the need to develop their own skills in controlling anger is described. Support is provided for the students' need to develop social skills and ways of managing anger, and for the teachers' ongoing efforts to teach these skills. The survey instrument with responses is included. Contains 27 references. (JBJ)