The effectiveness of a peer-modeling treatment in the modification of impulsive cognitive style and in the improvement of academic performance in the areas of reading, spelling and arithmetic is investigated in this study. In four single case experiments, eight fifth grade children identified by the Matching Families Figures Test Form 20 (MFF20) as cognitively impulsive received treatment via subject-nominated reflective peers using Meichenbaum's (1977) cognitive behavior modification strategies. Each experiment employed materials, differing in content (Matrices and Mazes, Reading, Spelling, and Arithmetic), and incorporating a response-uncertainty format. Comparisons of subjects' pre- and post-performances on the MFF20 and quizzes in reading, spelling and arithmetic suggest that training with academically relevant materials yields improved academic performance and change in subjects' impulsive/reflective status. (MP)