This paper describes the implementation and evaluation of a social competence promotion program conducted in the sixth grade of a middle school. The need to increase social competence within the school arose from the results of enumerative and stakeholder data collected at the school. This paper outlines the steps of the needs assessment, program selection, implementation issues, and preliminary outcome data. The Social Competence Promotion Program for Young Adolescents: Social Problem-Solving Module (Weissberg, Caplan, Bennetto, & Jackson, 1990) was selected based on the match between the needs assessment data and research literature on the program. Factors considered in helping implement the program included support from the administration, teacher buy-in, training, program initiation with students, support to the teachers, and parental involvement. Mid-year data showed positive changes in problem-solving knowledge of complex items. However, significant differences were not found in probed problem-solving knowledge of simple items, free recall using problem-solving skills, or in student attitudes. (Contains 11 references and six appendixes.) (Author/JDM)