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This paper reports on the application of the principles and techniques of resistance resolution, derived from individual and group psychotherapy, to tenacious educational resistances in the high school classroom setting. In this experiment an experienced group therapy clinician provided consultation to a highly experienced teacher on the understanding and management of the resistances. These obstacles to cooperative functioning enacted by the class as a group proved amenable to resolution when addressed by the teacher in a manner that respected the ego defenses of the students and that also elicited their participation as allies in dealing with the resistances.