The primary objective of this study was to determine whether counseling of disadvantaged students during the course of the academic school year would produce an improvement in their emotional problems and lessen the probability of their becoming school dropouts. The 26 disadvantaged Caucasian subjects received extensive counseling therapy for a period of one semester. It was hypothesized that at the end of one semester there would be no significant change in the emotional problems and the probability of dropout. The overall results as measured by the Forty-eight Item Counseling Evaluation Test and the Demos D Scale at the end of the semester indicated the improvement in both areas to be significant at the .01 level of confidence. Furthermore, Chi-square analyses also revealed the significant categorical changes at .001 level. Evidently, the significant behavioral and scholastic improvement in the disadvantaged could be successfully accomplished within one single semester. (Author/BW)