Alternative high school students have typically had a history of acting out behaviors in the classroom. To address this behavior, the effects of two psychoeducational groups (anger control and goal setting) on state and trait anger, anger expression, and on self-efficacy beliefs of these students were evaluated. The 57 participants were given pre- and post-tests on anger expression using the State-Trait Anger Expression Inventory (STAXI). Self-efficacy beliefs for anger control, goal setting, and general group behavior and communication skills were also administered. It was hypothesized that each treatment would have a favorable impact on the self-efficacy items related to it, that participants in both treatment groups would show gains in self-efficacy for general group behavior and communication skills, and that the anger control treatment would decrease state anger and anger expression. Results indicate that the treatment groups failed to effect change on the outcome measures, although anecdotal evidence suggests that the treatments did have some impact. The failure of the treatment groups to change measurable behavior may have been due to the treatments not being sufficiently powerful to create changes. Likewise, the treatment goals, such as life planning, may have contradicted the students'"I don't care" attitude. Other reasons for failed treatment outcomes are also explored. Contains 18 references. (RJM)