Ninety-two learning-disabled children, aged 5-13, participated in an evaluation of the efficacy of a television-based social problem-solving curriculum. The 52 children in the curriculum group viewed 10 episodes from the "Inside/Out" series and participated in teacher-led discussions. The episodes dealt with expressing feelings, making new friends, practical jokes, embarrassment, emotional abuse at home, responsibility at home, peer acceptance, coping with bullies, positive thinking, etc. The Teacher Blaming and Peer Inclusion subtests of the Social Problem Analysis Situation Measure were administered as pre-posttests. Other data were gathered through peer ratings, teacher ratings, and observation of problem-solving ability during an arts and crafts activity. The "Inside/Out" curriculum was not found to be an effective means of changing learning-disabled children's social problem-solving knowledge, peer relations, or behavior. The curriculum-group children were not rated as more popular or less aggressive than control-group children. Several suggestions for improving the curriculum are offered. (Author/JDD)