The students took part in a school-based peer mediation program in which they took part in a 6-hour training program followed by 10 weeks of practice in peers' conflicts during recess. The research used a single-group pretest posttest design. Data were collected on (1) demographic information; (2) perceptions of the frequency, intensity, and duration of sibling conflicts; (3) the necessity and kind of parent intervention; and (4) the level of positive conflict-management skills demonstrated by the children. Results indicated that the children perceived a significant decline in the frequency and intensity of conflicts with siblings. Parents perceived a similar decline in the frequency of such conflicts and in their need to intervene. Parents also perceived a significant improvement in their child's use of productive talk during conflicts. 21 references (Author abstract modified)