This paper reports on recommendations for improving and/or changing educational practice in order to prevent or reduce deviant behavior among juveniles. The recommendations are derived from a three-year national quantitative and qualitative evaluation of law-related education programs undertaken by the Social Science Education Consortium, Inc. and the Center for Action Research (Boulder, Colorado). Following a discussion about the positive relationship of law-related education and the prevention of juvenile delinquency, the paper focuses on six critical features that have been shown to produce positive improvements in behavior when incorporated into law-related education programs: (1) use of outside resource persons in the classroom, (2) use of teaching strategies that foster true interaction and joint work among students, (3) judicious selection and balance of illustrative cases, (4) provision of sufficient quantity and quality of instruction, (5) involvement of building administrators, and (6) availability and use by teachers of professional peer support. Specific suggestions for implementing these features are outlined under each of the above subheadings. The paper concludes that although good teaching practices by themselves can go far in achieving delinquency prevention objectives, law-related education as a subject has significant and favorable effects over and above the consequences of superior instruction. (LH)