This study was conducted to promote a LD(Learning Disabilities) student`s possitive classroom behaviors. A skateboard program that includes training basic skills and activity reinforcements was constructed. The basic skills were sliding and jumping, while the activity reinforcers include a pizza party, participation in a concert, and skateboard demonstration. The transdisciplinary-team model and the peer-teaching method were applied. The subject`s classroom behaviors were evaluated by 40 classroom mates. Effects of the skateboard program were investigated by pre-post test method. To evaluate the suject`s behavior, a behavioral checklist was developed with validity and reliability test. Results of this study indicates that the subjects` classroom behavior were significantly changed after complete of the skateboard program. However, the subject`s personality characteristics were not changed. Scores of the subject`s classroom behavior that was evaluated by male students was greater than that of female students(p<0.05). The different results by the gender was considered to that the male students more likes the skateboard than the female students. This study also emphasized that promoting useful classroom behaviors, rather than negative one such as aggressiveness, screeming, and roughing, is important to protect increasing nagative images.