The objective of this book is to present techniques that urban elementary school teachers reported using successfully to handle specific problems. The information comes from a larger national study of teacher training and teaching in urban schools which used a sample of 248 teachers, none of whom had been teaching for more than five years. Half were graduates of eight highly recommended teacher training programs with components designed to prepare teachers for inner-city elementary schools. The others were peers, teaching in the same schools as the first group. The broad problem areas discussed in Chapters II through VII are parent and community, instruction and learning, colleague and school staff, school administration, school resources, and classroom management. In each of these chapters teachers' suggestions and strategies for handling these types of problems are presented. No distinctions are made here between the two groups of teachers. The final chapter consists of (1) an overall look at the number of strategies or techniques reported by graduate and by peer teachers in each problem area; (2) a summary of the types of techniques used to handle the most prevalent problems; and (3) a list of unusual strategies or techniques. (CMG)