This research sought to determine the particular teacher interventions that six aggressive adolescents (ages 14.09-17.07 years) perceived as most effective in helping them to develop their academic and social skills in mainstreamed classrooms. Student interviews and classroom observations provided the data for analysis. Student characteristics and perceptions are analyzed in a case-study format and then collectively. Intervention methods perceived as helpful were flexible academic expectations, flexible behavioral expectations, personal interaction between students and teachers, and humor. Methods perceived as unhelpful included rigid academic expectations, rigid behavioral expectations, and disciplinary procedures. Eight working hypotheses, based on social learning theory and learned helplessness theory, are formulated. (Includes 14 references.) (JDD)