The purpose of this investigation was to evaluate a microcounseling technique, microtechnology, with regard to its effects on three measures of cooperation in young children. A 3x3x2 factorial analysis of covariance was carried out on two of the three measures, with three grade levels, three levels of teacher involvement with microtechnology, and two levels of student involvement with microtechnology. The third cooperation outcome was analyzed within a multiple time series design. Results indicated that microtechnology was effective under both student and teacher combinations, but that effects were short term. (Author)