The effectiveness of two academic achievement courses in improving quality point averages (QPAs) of educationally disadvantaged students was compared. One of the voluntary study skills courses taught specific study skills (study orientation skills--SOS), while the other purported to teach students to think like achievers (achievement motivation training--AMT). The 6-week AMT involved 4 to 8 participants, who were encouraged to use achievement imagery in telling stories. Additional components focused on test-taking behavior, study habits, time budgeting, values examination, and goal setting. The semester-long SOS involved 6 to 15 participants and included the specific academic skills of test taking, time management, note taking, listening, textbook reading, study improvement, and paper and report writing. SOS also included training in supportive academic skills, goal setting, and examination of personal motivators. Of the 78 students, 18 enrolled only in the AMT, 14 participated only in SOS, 24 took both courses concurrently, while 22 who had taken SOS in a prior semester chose to take AMT. No significant differences in academic achievement occurred for students who took either of the courses or both, although AMT participants had the highest mean ranks. (SW)