The two classes (n=44) in the summer semester were selected to receive only instructor critique of their speech deliver. The three classes (n=65) in the fall and spring semesters were selected to receive videotape recording and self-confrontation (VTRSC), seeing oneself on a television monitor immediately after delivery of an assigned speech, along with instructor critique. The research design was the pretest-posttest control group design of Campbell and Stanley (1963). The experimental and control groups were given the same communication lectures by the same instructor. Students in each group presented three speeches. Videotape recordings were made of each student's speech to permit evaluation by trained judges who had no knowledge of whether a student was in the experimental or control group. The data were analyzed using the t-test for independent means with the basic variable being the difference between the mean rating of each student's first and last speech with respect to the visual and verbal elements of speech delivery. The results indicated that the VTRSC was of significant importance in improving the speech delivery skills of the student. Tabular data and nine references are provided.