A teacher of behaviorally disordered children notes the unease which members of her profession feel towards therapy and urges that principles of psychotherapy be reexamined for possible incorporation into instruction. Four premises are addressed: (1) that excluding counseling and psychotherapeutic interventions limits the helping role of teachers; (2) that psychoeduction can contribute to and learn from educational technology; (3) that teachers can intentionally teach new thoughts, feelings, and behaviors; and (4) that psychologists and educators should work together to prepare materials and training opportunities for teacher education. Ways in which teachers can acquire some these skills (through courses, reading, and practice) are suggested. (CL)