This Master's project was designed to implement and evaluate classroom intervention and training in conflict resolution for elementary school students. Subjects were first and third graders from a rural community in north central Illinois. To document the extent of existing student conflict, a teacher survey and journal, playground behavior checklist, and referral to the principal checklist were completed. Analysis of probable cause data revealed that students lacked communication skills, lacked understanding of others' perspectives and cultures, felt the need for power and control, showed evidence of family dysfunction, exhibited influence of media and video games, and were affected by changing demographics. A review of curricula content also showed a lack of instructional strategies related to conflict resolution and cooperative learning. Three categories of intervention were chosen after a review of the educational literature and an analysis of the problem setting: peer mediation, cooperative learning, and children's literature. Effects of these intervention strategies were assessed with the same methods used to assess pre-intervention conflict behavior. Results showed an improvement in students' use of communication skills, an understanding of others' perspectives, an awareness of needs and feelings, and the development of negotiation and mediation skills. There was also an overall decrease in the frequency of most recorded inappropriate behaviors. (Contains 33 references.) (Author/EV)