One of the major aims of the schools is to develop well integrated and socially adjusted citizens. When personal-social difficulties arise, the schools frequently are called upon to cooperate in programs of prevention and habilitation. The schools, therefore, can and should occupy a critically important position in this as well as in other programs for exceptional children. This is the essential reasoning behind the present publication. it attempts, in an exploratory and preliminary way, to give serious consideration to the appropriate role of the teacher in a program for the socially and emotionally maladjusted, primarily through an analysis of the specific and distinctive competencies that will be required to do a good job in this area. Some of the experiences in teacher preparation that might be helpful are also given consideration. This publication is one of a series resulting from the broad study, "Qualification and Preparation of Teachers of Exceptional Children," conducted by the Office of Education in cooperation with many leaders in the education of exceptional children and youth throughout the United States. It is hoped that the information presented here will bring about an improved understanding of the competencies that contribute to successful teaching of socially maladjusted children and youth. It is also hoped that the information in this publication will serve not only as an instrument for self-evaluation for teachers, but also as a guide for future planning of State and local standards for teachers, and for colleges and universities offering professional preparation for the teachers of these children. Topics covered include the following: (1) The Teacher and the Maladjusted Child: Background to the Study; (2) Competencies Identified and Described by a Committee; (3) Teachers' Evaluation of Competencies; (4) Evaluations of Specific Professional Experiences; (4) Summary and Highlights; and (5) The Teacher Competencies Check List. The following are appended: (1) Office of Education Study: "Qualification and Preparation of Teachers of Exceptional Children"; (2) Information about the 75 Teachers of Maladjusted Children Who Participated in the Study; (3) Additional Information on Statistical Procedures and Results; and (4) Excerpts from Inquiry Forms. (Contains 14 tables, 2 graphs, and 16 footnotes.) [This bulletin was prepared in collaboration with Hazel F. Gabbard and Ernst H. Suerken. Best copy available has been provided.]