Passive-aggressive behavior in an emotionally disturbed child affects the child's progress and affects peer interactions in classroom settings. Passive-aggressive personalities are typically helpless, dependent, impulsive, overly anxious, poorly oriented to reality, and procrastinating. The characteristics of passive-aggressive children need to be addressed in the classroom to enable the teacher to treat the disorder and effectively manage the classroom. A suggested approach to classroom behavior management is the psychoeducational model, which emphasizes intrapersonal development and an atmosphere of understanding and cooperation, to help the child become more independent while learning to accept decisions from those in authority. The review of the literature focuses on: (1) causes of the passive-aggressive personality; (2) tactics used by the passive-aggressive child to control the classroom environment, such as selective vision, selective hearing, slow-down tactics, losing objects, the destructive volunteer tactic, etc.; (3) failure of such children to develop satisfying personal relationships; (4) their lack of self-esteem; and (5) techniques for teaching passive-aggressive children, through encouragement and support for task completion, use of token systems, cooperative learning techniques, assertiveness training, and pairing of a passive-aggressive child with a normal child to reinforce social and academic skills. (JDD)