The author hypothesized that (a) an analysis of the research literature would lead to identifying the behaviors and dispositions associated with successful goal-setting and goal achievement. He further hypothesized that (b) based on these data, an instructional package could be constructed to teach children a skill-strategy based on selected behaviors and dispositions identified as being central to achievement. Following an analysis of the relevant literature, the author selected major achievement behavious and developed Achievement Competence Training (ACT) based on those behaviors to instruct learners in a strategy for setting and achieving goals. The effects of ACT and an alternate set of instructional materials upon goal-setting behavior, perceived locus of control, and self-evaluation were tested in three fifth-grade classrooms in each of 33 schools. ACT significantly increased belief in internal control as compared with the alternative Treatment and an Uninstructed Control group. Students using ACT also demonstrated (a) greater tendency to prescribe self-directed solutions to problems; (b) lower (more realistic) personal performance standards for favorable self-evaluation; and (c) less discrepancy between self-predicted performance and personal standards for good performance. In addition to these measurement data, interviews, observations, and anecdotes reflected positive results of ACT. Results are discussed in relation to a theoretical model of achievement in which achievement behavior is sustained through covert self-reinforcements. (Author)