This practicum addressed the effectiveness of a social skills training program with adolescent students identified as "at risk" and enrolled in alternative education programs. These students had not achieved a high level of prosocial competence which created inadequate emotional and/or behavioral adjustment in the school setting. This increased the rate of disciplinary referrals. Social skills training was a means for addressing socio-emotional development in these students. Students from alternative education programs were nominated by teachers for a social skills training group. Behavior rating scales were completed by teachers and the selected students (N=5). Disciplinary referrals were monitored throughout the implementation period. Structured Learning, a social skills training model, provided a systematic curricula to teach social behavior. Outcomes of this practicum emphasized the need to utilize a conjoint style of intervention, linking social skills training with day-to-day interactions. This practicum demonstrated the success of a "pull out" approach with training groups may be greatly enhanced if transfer of training activities are promoted by the classroom teacher. Skills training groups raised the students' awareness of prosocial competencies. (Author/ABL)