A growing body of research suggests that students are able to learn skills of conflict resolution, but rarely apply them in real-world disputes. This article uses Ajzen’s theory of planned behavior (1991) as a guide for identifying antecedents to problem-solving behavior. It also suggests means by which these antecedents can be modified to induce constructive problem-solving behavior in school settings. The theory of planned behavior suggests two closely related antecedents of behavior: intention and behavioral control. The extent to which parties engage in problem-solving behavior can be predicted from their intention to do so and from the extent to which the behavior is under their behavioral control. Problem-solving intention can be induced through modification of one or more of three antecedents of intention: subjective norms, attitude toward the behavior and perceived behavioral control. Figure, note, references