A study examined the effect of participation in a tech prep program, specifically an applied communications course, on the problem-solving self-appraisal and critical thinking skills of secondary students. It also explored effects of a traditional English course and an honors English course on these factors. A pretest-posttest nonequivalent control group design was used. The Problem Solving Inventory Form B (Heppner 1988) measured the individual's self-appraisal of problem-solving self-efficacy; the Watson-Glaser Critical Thinking Appraisal Form B (Watson and Glaser 1980) measured critical thinking abilities. The sample consisted of students enrolled in four sections of three English courses: applied communications, traditional English, and honors English. Complete data were obtained from 140 students. The Statistical Analysis System was used to calculate a multivariate analysis of variance with the general linear model adaptation for a two-factor repeated measures experiment or a Pearson Product-Moment correlation, as appropriate. Findings indicated the following: a statistically significant difference in mean total scores on both tests by type of English course; no statistically significant difference in mean total scores by time of test administration; and a correlation for posttest scores significantly different than zero. Critical thinking abilities of students who completed the applied communications course did not significantly improve and their perceptions of their problem-solving skills did not become more positive. (Contains 16 references.) (YLB)