The purpose of this study was to design an intervention strategy, including role-playing techniques and activities, and to train teachers in their use in the classroom in order to improve the social status of socially rejected children. Other objectives were to change teachers' and peers' perceptions of the rejected children as well as to change the self-perceptions of the rejected children themselves. This investigation developed role-playing materials and trained teachers in their use in the classroom to help students develop skills in coping with situations and behaviors previously identified as leading to rejection. Three major conclusions were reached in this study. Role-Playing intervention used in the classroom over a short period of time with the purpose of changing the social status of rejected children has a very limited effect on their acceptance or rejection by peers. Also, this type of intervention has little effect on the teacher's perception of the student, while it may have some effect on the self-perceptions of unpopular children. Appended to this report are samples of instruments and tests, and testing and scoring instructions for teachers. (JD)