Students who are involved in middle school alternative education programs are often labeled as severely disruptive. They have a history of physical violence, abusive language, truancy, and sometimes police arrests and juvenile detention records. These students need to learn how to deal with stress-producing events in a more socially acceptable manner. A study was conducted to examine the feasibility and effects of implementing relaxation training with middle school alternative students (N=8) in the classroom setting, and to determine the validity and reliability of using biofeedback. The relaxation training program was implemented for 3 months. Target behaviors were tallied for the final 2 weeks of the program and were compared to behaviors tallied in the first 2 weeks of the program. An analysis of the results revealed that relaxation training could be successfully implemented in an alternative classroom with limited teacher training and classroom disruption. Comparison of pre- and post-treatment behaviors revealed a 20% decrease in absenteeism, an 80% decrease in students walking out of class, and an 81% reduction in the use of profanity. There were no fights or referrals written during the last 2 weeks of implementation. The biofeedback instruments proved to be valid and reliable measures of the relaxation state. These findings suggest that relaxation training can be beneficial to adolescents and can be implemented in the regular school curriculum. (NB)