The principals were a random sample of half of the State's principals. Responses came from 38 school districts and 185 individual schools by May 1994. Results revealed that traditional conflict management strategies continue in use, but new approaches are emerging. More than 80 percent of schools reported wide use or some use of in-school or out-of-school suspension, verbal or physical codes of conduct, campaigns against drugs and alcohol, programs aimed at increasing student self-esteem, testing and tutoring, and collaborations with businesses and community organizations. Fifty to 80 percent of the schools reported disciplinary approaches, but they also added a wide range of counseling; recreational programs; and proactive approaches such as mediation, multicultural education, and dress codes. The use of particular programs varied considerably across the State. The racial or ethnic diversity of the school seemed to affect the programs selected. Internal interest was the main factor influencing the choice of programs. Findings suggested that districts and schools need to regard the development of conflict resolution and problem-solving skills as more than a fad and that comprehensive conflict resolution programs should involve students as well as parents and community resources. Additional recommendations, instrument, and address from which to obtain more information