This qualitative study explored the effects of the Second Step Curriculum, designed to teach the social skills necessary for children to peacefully solve problems and resolve conflicts through empathy training, impulse control, and anger management. The study focused on teachers' perceptions of the program: what they perceived to be the program benefits, how the program influenced their own interactions, and the program's impact on creating a safer school environment for learning. Participating in the study were the teachers and 419 children in kindergarten through fourth grade at an inner-city school serving low-income families. Data collection included teacher self-evaluations, interviews of one teacher from each grade level completed midway through the third year of program implementation, and observation of some lessons. Findings gleaned from teacher interviews and lesson evaluations indicated that teachers believed the program benefits included the opportunity to discuss feelings and the enhancement of other positive school programs. Teachers also suggested that the program had a positive influence on their interactions with other teachers. Teachers expressed concerns related to the transfer of training to other situations and to children at great risk because of lack of impulse control and anger management. Although teachers believed that the curriculum was effective for the majority of their students, additional measures were needed for learners highly at risk. Recommendations for taking skill development to a higher level and for meeting the challenge presented by students highly at risk include additional training for teachers, addition of the family component to the curriculum, and intensive social skills training for the at-risk students. (Contains 17 references.) (KB)