A survey was conducted in l979 of teachers who had taken a course on behavior problems to determine the course's effectiveness. Information was sought on teachers' concerns about discipline, perceptions of causes of discipline problems, and effectiveness of various techniques presented in the course for classroom application. A group of teachers who had not had the behavior problems class were also surveyed to determine if their concerns were similar. Responses were obtained from 461 elementary and secondary school teacher. In this study, as in a previous 1978 survey of teachers who had taken the behavior problems course, the most overwhelming finding was that parent and family attitudes were felt to be a primary contributor to classroom behavior problems. In both studies, nearly 90 percent of the sample chose parent and family attitudes as a strong cause of discipline problems. Learning problems were considered a strong cause of discipline problems by almost the same percentage of respondents, but student self-concept was considered a stronger cause in the 1978 study than in the 1979 study. Findings of both studies indicated that teachers were less concerned about drug and sex behaviors and more concerned about motivation and interaction problems of students, teachers, schools, and families. In the evaluation of discipline approaches and techniques, there were wide discrepancies among respondents in the 1979 survey, with no item receiving clear acceptance or nonacceptance. This was less true in the 1978 study. A significant finding in this category was not the comparison of the two studies but the lack of familiarity with various discipline approaches and techniques expressed by the teachers who had not had the behavior problems class. (JD)