A program of behavioral procedures for the self-management of social-effectiveness skills was evaluated within the context of a university course on principles of behavior self-modification. Sixteen students received training and direction in conducting seven-week self-modification projects focusing either on improving skills of interpersonal assertion or of social involvement, while 14 other students with comparable social-effectiveness goals represented controls whose projects focused instead either on improving habit responses or phobic reactions. Compared to control subjects, self-modification subjects showed substantially greater increases in social-effectiveness skills and decreases in interpersonal anxiety of behavioral and subjective measures Furthermore, the improvements evident at posttreatment were maintained according to follow-up assignments conducted 12 weeks later. These findings appear to support the efficacy of the behavioral self-management training approach for promoting social-effectiveness skills within the context of a college course. Further research is required to identify the effective components, to clarify the mechanisms involved, and to improve strategies for enhancing behavior change once the formal program is concluded. (Author)