Strategies are delineated for solving elementary school classroom problems. After an introductory chapter, chapter 2 reviews problems cited by 24 kindergarten, Grade 1, and Grade 2 teachers and the strategies chosen as likely solutions to the problems. Strategies later found to be unsuccessful are discussed if they illustrate the nature of the problem or situation described. Strategies and problems concern health, language, motor difficulties, immaturity, active negative behavior toward adults, distrust or passivity toward adults, disruptive behavior, aggressive behavior, bossy or meddlesome behavior, leading and following peers inappropriately, shyness and withdrawn behavior, unhappiness, lack of self-confidence, self-concept, lack of initiative, academic difficulty, miscellaneous problems such as stealing, dependence on peers, oddities or mannerisms of personal behavior, and need for attention, as well as behavioral, academic, and management concerns. Chapter 3 describes whole-class strategies which are considered suitable for any style of primary classroom. These concern the establishment of a positive and responsive learning environment, managing social problems, ways of dealing with problms caused outside the classroom, classroom discipline, academic routines, self-chosen learning activities in the classroom, developing academic concepts and skills, and meeting the needs of the teacher. Chapter 4 offers conclusions and recommendations. A description of method is appended. (RH)