COUNSELING PROCEDURES DERIVED FROM RESEARCH IN SOCIAL LEARNING WERE EXPERIMENTALLY TESTED. PROCEDURES WERE USED BY COUNSELORS TO ASSIST STUDENTS IN LEARNING HOW TO MAKE PLANS AND DECISIONS MORE EFFECTIVELY. SPECIFICALLY, THIS STUDY TESTED THE RELATIVE EFFECT OF STUDENT SOCIAL MODELS, CHARACTERIZED BY VARYING DEGREES OF ATHLETIC, SOCIAL, AND ACADEMIC SUCCESS, ON THE INFORMATION-SEEKING BEHAVIOR OF MALE HIGH SCHOOL STUDENTS. THE STUDY WAS CONDUCTED IN 4 HIGH SCHOOLS WITH 225 ELEVENTH-GRADE STUDENTS. TREATMENT PROCEDURES ADMINISTERED TO 189 STUDENTS IN 27 ACTIVE TREATMENT GROUPS INCLUDED THE PRESENTATION OF AN AUDIOTAPE IN WHICH THE PEER SOCIAL MODEL VERBALLY DEMONSTRATED THOSE BEHAVIORS THE STUDY SOUGHT TO PROMOTE. EVALUATION OF THE TREATMENT PROCEDURES WAS MADE BY DETERMINING THE FREQUENCY AND VARIETY OF SUCH INFORMATION-SEEKING BEHAVIORS AS WRITING TO A COLLEGE FOR ENTRANCE INFORMATION. RESULTS INDICATED THAT THE TREATMENT PROCEDURES DID NOT PRODUCE STATISTICALLY SIGNIFICANT DIFFERENCES AMONG THE VARIOUS TREATMENT GROUPS TO ANSWER OR SUPPORT THE QUESTIONS AND HYPOTHESES RAISED. THOUGH NOT HYPOTHESIZED, IT WAS FOUND THAT SUBJECTS COUNSELED BY A MALE COUNSELOR ENGAGED IN A SIGNIFICANTLY GREATER NUMBER AND VARIETY OF INFORMATION-SEEKING BEHAVIORS THAN SUBJECTS COUNSELED BY A FEMALE COUNSELOR IN THE SAME SCHOOL SETTING. ADDITIONAL RESEARCH UTILIZING DIFFERENT CRITERION MEASURES, DESIGNS, AND MEDIA OF MODEL PRESENTATION IS NECESSARY BEFORE ANY FINAL CONCLUSION CAN BE DRAWN. (JM)