Two fifth grade, mixed ability classes formed control and experimental groups, within 25 children in the control and 24 children in the experimental samples. Pretest and posttest surveys consisted of aptitude and attitude sections. The aptitude survey was designed to evaluate methods by which students managed or reacted to conflict situations, while the attitude survey was designed to evaluate children's inner management of emotional situations and their belief in their own ability to solve problems effectively. The 6-week course focused on various conflict resolution techniques, such as win/win, creative response, empathy, active listening, appropriate assertiveness, cooperative power, emotion management, willingness to resolve, conflict mapping, option development, negotiation skills, and third-party mediation. Behavioral responses of students to conflict control in the pretest and posttest demonstrated a positive effect on the experimental group's ability to manage emotions and apply communication skills. In the classroom, individuals became more proficient in the use of mediation skills, and children began to ask for help in solving conflicts when appropriate. Initially, the amount of time the teacher spent on the program was high. The greater independence and increased social harmony of children, however, later minimized the amount of teacher time involved. Ethical issues raised during the course of the program are noted. 1 table