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When teachers participate in an autonomy-supportive intervention program (ASIP), they learn how to adopt a motivating style toward students that is capable of increasing need satisfaction and decreasing need frustration. Given this, we tested whether an ASIP experience might additionally help teachers establish a peer-to-peer classroom climate that is capable of increasing prosocial behavior and decreasing antisocial behavior. Forty-two secondary grade-level physical education teachers (32 males, 10 females) and their 2739 students were randomly assigned into either an ASIP or a no-intervention control condition, and their students completed a questionnaire four times over an academic year to assess their need satisfaction and frustration, task-involving and ego-involving peer climates, prosocial and antisocial behaviors, and academic success. Teacher participation in the ASIP increased students' T2, T3 …