AN INSTRUCTOR'S GUIDE OF QUESTIONS AND DISCUSSIONS BASED ON TAPED EXCERPTS IS OUTLINED. THE OBJECTIVE IS TO PROVIDE INSIGHT AND UNDERSTANDING OF THE DELINQUENT'S PERCEPTIONS OF SCHOOLS, SCHOOL TEACHERS, AND SCHOOL ASSOCIATES. MATERIALS ARE PRESENTED TO EXPOSE TRAINEES TO AN ORIENTATION TOWARD THE DELINQUENT AND HIS BEHAVIOR IN THE SCHOOL SETTING. THESE MATERIALS INCLUDE A REVIEW OF LITERATURE WHICH CAN BE USED TO PROVIDE INFORMATION FOR TRAINEES PRIOR TO THE BEGINNING OF TRAINING SESSIONS, A TAPE OF EXCERPTS TAKEN FROM GROUP DISCUSSIONS BY DELINQUENTS, AND SOME INTRODUCTORY MATERIAL AND TRANSCRIPTS OF THE ACTUAL EXCERPTS THEMSELVES. THE REVIEW OF LITERATURE INVESTIGATES THE POSSIBLE RELATIONSHIP BETWEEN SCHOOL EXPERIENCE AND DELINQUENCY. THE EVIDENCE SUGGESTS THAT THE SCHOOL PROBLEMS OF BOTH DELINQUENTS AND SCHOOL DROPOUTS ARE THE SAME. THEY ARE BOTH ACADEMIC OR SCHOLASTIC MISFITS, BECAUSE OF INTELLECTUAL DEFICIENCY, OR BECAUSE OF THE FAILURE OF THE ENVIRONMENT TO OFFER ADEQUATE, SATISFYING SITUATIONS. OFTEN, A TEACHER USES AN IQ SCORE AS AN INDEX OF WHAT TO EXPECT FROM A PUPIL. THIS CONTRIBUTES TO THE LABELING OF THE CHILD AS DUMB AND INCORRECTLY EXPLAINS HIS POOR READING, WRITING, SPELLING, OR MATHEMATICAL ABILITY AS BEING CAUSED BY LOW IQ. POSSIBLE REACTIONS TO UNSATISFYING SCHOOL EXPERIENCES, BEHAVIORAL REACTIONS TO THE LACK OF SKILLS AND OPPORTUNITIES TO MAKE SCHOOL SATISFYING, THE IMPLICATION OF SOCIOECONOMIC AND ETHNIC STATUS TO THE PROBLEM, AND THE IMPLICATIONS OF PEER GROUPS ON THE PROBLEM ARE REVIEWED. CONCLUSIONS ARE THAT THE CHILD'S BASIC ATTITUDES AND BELIEFS SHOULD BE CONSIDERED, THE REWARD SYSTEM OF THE SCHOOL SHOULD BE CONSIDERED, AND THE IMPORTANCE OF PEER INFLUENCE IN CURRICULUM MODIFICATIONS AND SCHOOL POLICY SHOULD BE CONSIDERED. A GENERAL INTRODUCTION TO TAPED EXCERPT MATERIAL ALONG WITH SIX TAPED EXCERPTS AND RELATED QUESTIONS ARE PRESENTED.