A program was developed for improving the social skills and reading levels of 29 elementary grade students in a low- to middle-class manufacturing community located in an urban area in northern Illinois. The problem was originally noted by the amount of teacher time spent correcting behavior and the low reading levels of students as evidenced by standardized reading test scores. Administration of a behavior checklist and a parent questionnaire confirmed the problem and described its extent. Analysis of probable cause data indicated that low levels of self-esteem were an underlying factor in academic achievement and poor student behavior. Solution strategies suggested by an examination of the professional literature, combined with the analysis of the problem setting, resulted in the selection of three major categories of intervention: (1) strategies to increase self-esteem; (2) implementation of cooperative learning strategies; and (3) establishment of a cross-age tutoring program. All strategic solutions were related to curricular revisions and altered teaching practices. All symptoms of the original problem were reduced as projected: students' reading scores improved and the amount of positive student behavior increased. (Contains 20 references, 8 tables, and 2 figures of data. A total of 12 appendixes presenting recording forms, checklists, the Piers-Harris Children's Self-Concept Scale, and six activities are attached.) (Author/RS)