This paper presents a discussion of three problem areas that were delineated during the course of a field test designed to assess the effects of the "Heartsmart Adventures," an interpersonal skills curriculum developed from the Fundamental Interpersonal Relations Orientation (FIRO) Theory as described by William C. Schutz. Students and teachers from seven fourth-grade classrooms from different schools within a large metropolitan area participated as experimental subjects during the field test. Data were derived from analysis of responses given to questionnaire and interview items by both teachers and students and from observation schedules completed on all classrooms on a regular basis. The three problem areas that were defined are: (1) misinterpretation of program objectives; (2) role confusion, and (3) socio-emotional conflict. Probable causal factors for the problem areas and the solution strategies employed to help alleviate or eliminate these factors during the program revision process are described. The paper concludes with a discussion of the implications of the findings for developers, evaluators, implementers, and users of affective education programs. (Author/MJB)