A "troubleshooting" model was designed to aid individual teachers in solving behavioral problems in the classroom. The model focused on student behavior for problem identification; on teacher behavior for causal analysis; and on teacher behavior for solution proposals. To examine how readily the model can be understood, applied, and integrated into teachers' existing ways of identifying and solving classroom problems, two questions were addressed: (1) How readily do teachers learn the components of a troubleshooting model via a guided design approach? and (2) Is the language used by the model consistent with the language used by teachers? Forty-five teachers, first individually and then in groups, identified problems they perceived in a transcript of a high school mathematics class. While the group exercise was seen as an effective tool for having teachers explore the troubleshooting model, data obtained dealt only with how teachers modify attention to teacher and student behavior within the context of a given classroom problem. Appendices include a descriptive summary of participant characteristics, a sample of the exercise used in testing the model, and before-and-after differences in participants' attitudes toward solving classroom problems. (JD)