The paper is a description of how one teacher structured a classroom for five seriously disturbed violent boys (ages 5.5 to 8 years) at a private residential and day school for emotionally disturbed students. Anecdotes are reported as well as the teacher's reflections. Changes in the teacher's original planned class structure while maintaining the same overall goals reflected the students' needs especially concerning nap time, the afternoon period, and the morning opening period. Since transitions were difficult, the teacher attempted to minimize them through moving as seamlessly as possible from activity to activity, keeping as many boys occupied for as long as possible with one activity, then slipping into the next. Enthusiastic student response to books and a decrease in number of serious or violent episodes were among the results of the teacher's flexible restructuring. Appended is information on the researcher's role and method and on school organization. (DB)