This case study evaluated a second grade teacher and her students and the implementation of a conflict resolution program in the classroom; the goals of the evaluation were to provide descriptive data on the success or failure of the program and why those results occurred, and to make recommendations for program improvement. The study used multiple collection methods for data. Findings indicated that the teacher improved her effectiveness in classroom management and discipline, students felt safe, and both the teacher and the students successfully used conflict resolution. However, students were not self-regulating of their behavior, nor was mutual trust experienced in the classroom. These findings may be attributed to the teacher's traditional teaching philosophy and style, which are opposed to the constructivist philosophy that is the basis of conflict resolution. The paper concludes with recommendations for policy and practice based on the results of the study for the consideration of educators. (Contains 63 references.) (EV)