Effective Classroom Management (ECM)-Elementary, an in-service course in which teachers were taught various communication, problem solving, and self-esteem enhancement techniques was evaluated. Process evaluation data included: (1) documentation of in-service training by outside observers; (2) teacher feedback on the individual training sessions; (3) questionnaire surveys of teachers at the end of training and the end of the school year; (4) interviews with a sample of teachers and principals; and (5) observations of classroom implementation. Process evaluation showed that the teachers highly regarded the training, used the skills competently in their classrooms, and found the communication and self-esteem enhancement (but not the problem solving) techniques useful. An analysis was conducted to determine whether the teachers' rates of implementing the techniques in the classroom were related to student outcomes; no such relationships were detected. (Author/GK)