Looking at prevention from the perspective of the psychoeducational skill-training model sharply diminishes the apparent differences between psychologically based treatment and prevention since both are seen strictly as educational processes. The sole important difference is timing, with treatment being delayed and relatively inefficient and costly education. The psychoeducational model's emphasis on motivation and specified performance objectives also suggests preventionists would profit from: (a) even more clearly delineating and emphasizing the positive, strength providing components of a prevention program; (b) giving greater emphasis to those aspects of a program which meet current felt-needs; and (c) reducing emphasis on discrimination between those who are supposedly normal, and those who are supposedly abnormal or suffering from problems. Such changes in emphases might aid in designing, financing, marketing, implementing, and evaluating prevention programs. The psychoeducational skill-training and prevention movements can be viewed as part of the same fabric. (Author)