A successful inservice program designed to improve teachers' classroom discipline procedures and establish school-wide policies for behavior and conduct in an elementary school is described. The program's positive effects on both teachers and students was attributed to the following reasons: (1) The program was school-based, school-wide, and planned by the staff; (2) The training program met an identified need; (3) In-class follow-up and assistance were provided; (3) Evaluation was built into the training program; (4) Teachers learned specific techniques for improving classroom management and for increasing student time-on-task; (5) Improvements in classroom management were related to gains in students' achievement scores in math computation and reading comprehension; and (6) Support and assistance to teachers was provided throughout the program. Consequently, teachers maintained positive attitudes towards their students, towards themselves, and towards their teaching abilities. (JD)