The purpose of this study was to investigate the effect of group counseling using structured activities on the self-concept of disadvantaged postsecondary students enrolled in vocational-technical schools. Volunteers meeting Comprehensive Employment and Training Act (CETA) and Basic Educational Opportunity Grant (BEOG) definitions of "disadvantaged" were randomly selected and placed into two groups, a control group and an experimental group. The experimental group met twice weekly for a total of 12 counseling sessions. In the sessions, the counselor tried to assist students to learn more about self, plan some intervention strategies to improve student self-concepts, and prevent absences, tardiness, and dropouts, while students tried to succeed in school and employment. The clinical and research form of the Tennessee Self-Concept Scale was given as a pre- and posttest. Statistical data gathered were compared through the F test of analysis of variance. Based on the findings of the study, these suggestions were made for similar counseling programs: (1) handouts with minimum amounts of reading material at an easy reading level should be used; (2) interactions through dyads or small groups of five or less are very effective; and (3) six one-hour sessions would be sufficient, using selected structured activities perceived by the students to be interesting and worthwhile. Activities used in the counseling sessions are included in the appendix. (Author/KC)