The study involved an intervention using group social skills training that was conducted in a secondary school as part of the curriculum. The treatment group involved 6 boys and 3 girls within the 12-13 age range who had identified social skills difficulties. The control group was the same age and similarly balanced for sex, but had no identified social skills difficulties. Group sessions were run jointly by a psychologist and two teachers. Assessment measures included a social skills questionnaire completed by teachers, a self-report questionnaire containing a list of social situation problems, and a sociometric procedure administered to both treatment and control groups. Group treatment was provided in a comfortable room with ample space for role playing and video equipment. Students were given an opportunity to learn new skills through practice, participation, observation, and discussion. Positive reinforcement was used when possible to strengthen appropriate verbal and nonverbal responses. Homework assignments were given to students to encourage them to practice new behavior styles in real life. Scores of treatment and control subjects were computed before treatment, after treatment, and at followup. Significant improvement was observed in the case of treated subjects, while no improvement was noted for untreated subjects. Treatment group subjects perceived themselves to be more socially skilled at the end of treatment, and they retained that perception at followup. The course plan for the treatment intervention is appended. 9 references and 2 tables