Text and accompanying exercises are provided in this two-part learning module that was designed to assist instructors in providing high-risk, non-traditional students with a sense of self-direction and control over their academic progress. Part I discusses the concepts of internal and external locus of control and describes how they correspond to the student's expectancy of success. This section introduces four counseling techniques for developing a self-directing, internal locus of control in a student, discusses the value of mastery learning and learning-oriented instruction, and assesses the importance of commitment by the student and the teacher/counselor to achieving specified objectives related to increasing internality. Additionally, a seven-step, composite counseling strategy is presented that was designed to identify, reinforce, and maintain desired internal orientation. A case study is provided and discussed to illustrate the operation of this counseling strategy. Part II discusses the application of the concepts of locus of control and success expectancy and of change techniques with regard to the classroom situation, and describes the use of the Nowicki-Strickland Scales in identifying externally-oriented students. Learning activities are suggested throughout the module, and pre- and post-tests, a module evaluation form, a locus of control survey, and a bibliography are included. (JP)