Research shows that established emotional and behavioral problems predict chronic and pervasive troubles across the life span. Attempts to ameliorate children's emotional and behavioral problems have resulted in limited success. The failure to systematically elicit and include caregiver and teacher perspectives in effective interventions is related to persistent behavior problems. Research demonstrates that caregivers and teachers view children's emotional and behavioral issues differently. This study examined caregivers' and teachers' perceptions of Head Start children exhibiting emotional and behavioral problems. Specifically, the researchers examined the perceptions of the causes, severity, solutions, and communication patterns within and among 5 caregiver/teacher dyads. The results of the study show that although there was active communication, differences in perceptions emerged. Implications for current practice and future research on communication are presented. (Contains 2 tables.)