A principal and two teachers of a local elementary school were interviewed to establish a shared definition of humor in the classroom. A multidimensional definition emerged with intellectual, spiritual, and physical aspects. The teachers were observed to determine if specific uses of humor would be evident in their classrooms. Four types of teacher behaviors were labeled as categories of uses of humor: (1) connecting personally with students; (2) enlivening the learning experience; (3) using alternatives to authoritarian discipline; and (4) encouraging risk-taking and higher level thinking. Through this case study method, relevant data were gathered allowing a description of humor and its uses in the classroom. Variations on this project might include: explorations of the uses of humor in upper-grade classrooms, comparisons of the uses of humor with different ability level students, and applications of humor to special education settings. Another avenue of research might involve an investigation of the misuses of humor in the classroom. (LLL)