Studied were attitude changes as results of instructional procedures for success in problem solving by 350 eighth grade students in two school systems during the 1968-69 school year. Mimeographed instructional materials and techniques incorporating five levels of problem solving difficulty were developed. Procedures for student success incorporated six phases: (1) Task confrontation, (2) Task analysis, (3) Identification of alternative solutions, (4) Selection of a particular solution, (5) A plan of action, and (6) Commitment to a time schedule. Flow chart and time line skills were taught. Produced materials and procedures were evaluated by project staff. Pre- and posttest average raw scores on the Gordon Personal Profile and the Gordon Personal Inventory were compared. Results seemed to indicate significant attitudinal changes were brought about in all areas for boys and in most areas for girls. Greatest gains for both were in Vigor and Emotional Stability. It was concluded that the study was a worthwhile experience in curriculum development for staff; that teacher personality was extremely important to program success; and that some students were helped by the success in problem solving approach. [Not available due to marginal legibility of original document.] (JM)