The University of Illinois will examine the potential relationship between program policies and procedures related to child guidance and the perceived levels of job satisfaction, support, and competence as reported by Head Start teachers. In addition, the relationship between program policies and procedures, teacher competence and support, and teacher reports of challenging behaviors and social skills in their classrooms will be examined. Six Head Start programs will be selected based to participate in this study. Two sites will be randomly selected from each of the six identified programs. At these two sites, all classroom teachers providing consent will participate in a survey of their perceived level of job satisfaction, perceived competence in supporting children's social emotional development and addressing challenging behavior, and perceived level of support that they receive as it relates to working with children with challenging behaviors. Additionally, these teachers will complete the Social Skills Rating System (SSRS) (Gresham & Elliott, 1990) for each of the children in their classroom at each selected site. Results of the study are expected to show a better understanding of the relationship between challenging behaviors and later developmental issues of children in Head Start settings. The study is also expected to have an increased awareness of the preparation and support needed for teachers to effectively address children's challenging behavior.