This paper presents results of an investigation designed to examine the effectiveness of a structured problem-solving process entitled peer collaboration to assist general classroom teachers in developing and implementing alternative interventions focused on the needs of students with mild learning and behavior problems. Forty-eight teachers from southeastern Wisconsin and central Illinois, teaching in elementary through junior high classes, were in the intervention group. Forty-three elementary school teachers from the same regions were in the comparison group. Data indicate that teachers in the intervention group increased their tolerance for the range of cognitive abilities their idealized teachable pupils might exhibit as measured by the Teachable Pupil Survey (Kornblau, 1982). Using the peer collaboration process, teachers reconceptualized their understandings of classroom problems and were generally able to generate a wide variety of successful individual interventions to address identified learning and behavior problems. (Author)