This report describes the effects of a 2-year affective-social education program offered by the elementary guidance services of the Stuttgart School District in Arkansas. Four groups of children (a total of 105 boys and 116 girls) were identified for this evaluation: Group I, involved in the program for two full years; Group II, participating one year only; Group III, participating in a 12-week pre-program pilot only; and Group IV, not involved in any program. The primary assessment technique was the Barclay Classroom Climate Inventory (BCCI). Data from self-report, peer nominations, and teacher ratings were analyzed by gender and by group. Gender differences were noted. The children in Group I made numerous significant gains in comparison with Groups II, III and IV. Group II and III children made about the same number of gains but in different BCCI areas. More than a third of the report consists of tables presenting study data. (Author/BF)