The effects of modeling and instructions on self-disclosure were investigated. High school students (N=54) were presented with a non-disclosing model contrasted with a highly-disclosing model and with a no-model condition, and verbal instructions that either did not elaborate on self-disclosure, described it as a virtue ("positive") or indicated it was an undesirable trait ("negative"). Subjects were assigned to one of nine treatment conditions. They listened to the instructions and/or audiotaped model appropriate to their condition and then audiotaped their responses to the identical questions answered by the model. Behavioral ratings of self-disclosure on these audiotapes served as the criterion variable for the study. A 3 X 3 analysis of variance indicated that the level of disclosure of the model affected the subjects' disclosure. The manipulation of the instructions variable indicated increased disclosure for the positive instructional conditions but showed no decrease for the negative condition. (Author)