This study tried to see the commonly prevailing behavioral problems among high schoolrnstudents; the perceived effects of these behavioral problems on students' academicrnperformance and on teachers' job related morals, the differences and/or similaritiesrnbetween Government and Private high school students on the types and perceived effectsrnof the problems, and create awareness in all school stake holders so as to have positivernregard towards students with behavioral problems.rnThe study has the sample of 161 of which 106 are students and 55 are teachers selectedrnfrom 4 of the 10 schools in Adama town. Students were selected using stratified samplingrnand then systematic sampling from each strata; teachers also were selected using thernabove sampling methods; where as school administrators and student council membersrnwere selected using comprehensive sampling method As this study is more of descriptive,rnthe obtained data of the quantitative part is analyzed in terms of percentage while thernqualitative part is in discussion form. The instruments used are open and close endedrnquestionnaire andfocus group discussion.rnThe obtained result reveals that; not doing home work and class work (78.18%), beingrnpassive in class (78.18%), short al/ention span to education (74.55%), and disturbing inrnclass or outside (69.09%) to be the commonly prevailing behavioral problems; from thernthree categories of behavioral problems the one related to problematic students is foundrnto be high (49.1%) in its occurrence as compared to others, though others also have theirrnown share problems against teachers (44.2%) and problems against other studentsrn(45.63%). The study also revealed that, students' behavioral problems have perceivedrneffects on their academic performance and on teachers' job related stress. More over, itrnis found that though both share many behavioral problems in common; the problemsrnseem to be high in private schools than in government schools.rnIn conclusion, students' behavioral problems that are identified have effects on theirrnacademic performance and teachers' job-related stress unless joint effort is made by allrnstakeholders to alleviate them.