This study presents a psycho-educational intervention using cognitive-behavioral techniques to modify and improve thinking strategies as well as facilitate behavioral adjustment and generalization of strategy use in children with learning disabilities attending mainstream schools. One hundred and twenty Greek pupils in 2nd, 3rd, and 4th grade were treated under four different conditions: psycho-educational intervention, self-instruction training, attention control, and no treatment. Results indicated that the psycho-educational intervention program was clearly superior to the other conditions, producing meaningful and lasting effects on participants' cognitive skills and strategies and a significantly heightened sense of academic self-esteem. Improved task performance was also evident in a 7-month follow-up assessment. Children's academic achievement (writing, reading and mathematics performance as rated by their teachers) also improved satisfactorily compared to that of controls. (Contains 3 tables.)