Research has shown that group support systems can improve the classroom experience. However, some teachers are reluctant to adopt the technology due to student flaming. We define flaming as the launching of vitriolic personal attacks, often anonymously and often with the use of profane or obscene language. This paper posits a theoretical causal model for flaming based on deindividuation and extended cognitive learning theory. It then presents a longitudinal experiment, the results of which support our model of flaming. The paper describes three cases from the field where student flaming occurred in new electronic classroom installations, and discusses five successful strategies from these cases for eliminating flaming without losing the benefits of student anonymity. The paper concludes with implications for researchers and practitioners on how to limit flaming in the electronic classroom.