This research project implemented and evaluated a program in interpersonal skill development designed to increase the use of applied social skills at a middle school located in northeast Illinois. Evidence of inappropriate interpersonal skills was gathered by using observation checklists, teacher and student surveys, and discipline referrals. Analysis of probable causes revealed that students may exhibit inappropriate skills in the classroom setting because of an increase in single parent families, increased TV viewing, and dual-income families. A review of solution strategies suggested by knowledgeable experts, combined with analysis of the problem setting, resulted in three major areas of intervention: strategies to improve conflict resolution skills, positive self-esteem, and problem solving skills. The post-intervention data indicated that students exhibited an increase in their ability to recognize and resolve conflict and were able to communicate more effectively with both their peers and teachers. The data also indicated that the students exhibited higher self-esteem. Subsequently, the project recommended that students be tracked for a minimum of 2 years in order to establish a solid baseline and allow further documentation of behavior; teachers should allow many opportunities to develop positive self-esteem, practice conflict resolution skills, and use good communication skills; and that teachers need to play an active role in providing opportunities for success in each of these areas. Appendixes include the survey instruments, behavior checklist, and three lesson plans. (Author/SD)