This paper discusses ways in which problem-solving in social situations differs from and is more difficult than problem-solving in other areas. Some of these ways are that social situations are constantly changing, communication is frequently unclear, and strong emotions are often aroused. Problems related to evaluation are discussed as an example of social problem-solving in classrooms, and strategies used by students to maximize success and minimize failure are described. Strategies are of two kinds: one kind avoids failure by reinterpreting evaluation situations by means such as attributions, modified personal standards, and diminished effort. Another kind of strategy attempts to subvert or manipulate the evaluation process. Implications for teachers are discussed. (Author)