This paper explores the literature on attachment disorders in order to discover if the school setting can be an appropriate treatment option for children with mild attachment disorders, and in order to investigate how counselors can implement this treatment option. The introduction discusses the effects of recent changes in family structure on children. Chapter 2 explores the history of attachment theory, citing several studies that provided the basis for the discipline. In Chapter 3, the theoretical underpinnings of attachment theory are delineated and traced to their origins in psychoanalysis, developmental psychology, and ethology. Chapter 4 defines and illustrates the current attachment model, whose basic elements are trust of caregiving, trust of control, and trust of self. Attachment disrupters are analyzed, including prebirth and birth factors, learning disabilities, physical handicaps, parenting factors, trauma, foster care, adoption, and day care. Symptoms of attachment disorders and treatment options are also discussed. Chapter 5 proposes a model for school-based treatment of children with mild attachment disorders, and reports the results of an informal survey with Wyoming school counselors (N=26) that indicated a need for greater knowledge in their schools about attachment disorders. The paper concludes with recommendations for legislation, on-site child care programs, and evaluation of day-care centers by users. (TE)