This thesis describes the implementation of a cross-age program to reduce negative classroom behavior and promote community identity among students in elementary and middle schools in Rockford, Illinois. The targeted population consisted of elementary school students with learning disabilities and seventh- and eighth-grade middle school students. The solution strategy consisted of community building within the classroom, the enhancement of peer relationships between same-age classrooms, the development of positive cross-age relationships, and participation in cross-age community service projects. Through the implementation of these strategies the incidence of negative classroom behavior was reduced and a sense of community identity was achieved. Six appendixes provide copies of student and teacher surveys, a student self-esteem inventory, descriptions of solution strategies and activities, and a student rating form. (Contains 38 references.) (MDM)