Effective Classroom Management II-Elementary (ECM), an in-service teacher training course, was evaluated. Grade 5 teachers were taught techniques in communication, classroom management, and self-esteem enhancement. The goals were to make classroom environments more responsive to students' affective and cognitive needs, thereby fostering positive attitudes, behaviors, and norms regarding self, peers, and school. These changes were expected to reduce, in subsequent years, student acceptance and use of psychoactive substances. Process data included (1) teacher feedback on each training session, (2) surveys of teachers at the end of training and at the end of the school year, and (3) observations of classroom implementation. Pre- and posttests were administered to students and teachers, student achievement and attendance data were gathered, and teachers rated students' classroom behavior. Analyses of covariance revealed no predicted treatment effects on teacher outcomes. Analyses of covariance conducted on the class-level student data did not reveal a coherent pattern of treatment effects for comparisons of all control classes with all experimental classes, or with those experimental classes whose teachers completed ECM. For female students no significant effects were found; for males, significant positive treatment effects were found on reading achievement, perceived costs of alcohol use, and perceived costs of marijuana use. These latter effects were attributed to school differences or Type I error. The lack of treatment effects was discussed in terms of possible problems with treatment implementation. (Author/GK)