This study investigated whether grade six students' self-esteem could be affected by the presentation of a selected stimulus below the threshold of conscious awareness via the medium of a specially prepared paper. It also investigated whether any statistically significant differences existed between the effects on self-esteem of a selected stimulus presented below the threshold of conscious awareness of under- (Target Learners) and average-achieving students (Mainstream Learners). The self-esteem of each subject in both experimental and control groups was measured by the Rosenberg Self-Esteem Scale (RSES). The RSES administered to the experimental group was printed on paper that contained a visual image, an "I Love You" and the symbol of a Valentine heart, that was perceivable below conscious awareness. The RSES administered to the control group was on untreated paper. Analysis of variance indicated statistical significance when comparing the within group variance to the among group variance. It was concluded that: (1) both Mainstream and Target experimental groups showed enhancement of self-esteem, and (2) subjects who were identified as under-achievers and who had problems in socialization appeared to benefit slightly more from the techniques than did mainstream subjects. (PN)