This report investigates the effectiveness of a metacognitive strategy in reducing anger behavior and/or aggressive acts in elementary and secondary-aged students placed in special education classes. Three separate studies were conducted with three elementary, three middle, and three high school students who were placed in special education resource or self-contained classrooms. The metacognitive strategy consisted of interviews with individual students concerning the consequences of the student's behaviors; student commitment to participate in the strategy; teaching of the ZIPPER strategy (zip your mouth, identify the problem, pause, put yourself in charge, explore choices, and reset); role play; verbal rehearsal and practice; and commitment to generalize. Overall results indicated that students used the metacognitive strategies taught to reduce anger acts and aggressive behavior. (PB)