This experiment explored how incorporating the importance of task strategy use and positive achievement beliefs into cognitive modeling affected self-efficacy and skill acquisition. Students deficient in division skills received cognitive modeling of division solution strategies and practice opportunities. For one group of students the cognitive modeling stressed the importance of using task strategies, for a second group it emphasized the importance of positive achievement beliefs, students in a third condition received modeled importance of both task strategy use and positive achievement beliefs, and those in a fourth condition received cognitive modeling alone. Modeling the importance of using task strategies enhanced students' motivation and skill development, but modeling the importance of both task strategies and achievement beliefs led to the highest self-efficacy. Implications for teaching are discussed. (Author)