This practicum addressed the problem of eighth-grade U.S. history students who did not acquire nor retain the necessary course core vocabulary. This lack of vocabulary acquisition resulted in reduced student performance, lack of understanding, and a poor attitude. The goals were: (1) to increase the student's U.S. history core vocabulary level; (2) to use the students improved vocabulary level to enhance their understanding of course content and concepts; and (3) to improve the student's general attitude toward U.S. history as a result of experiencing success in the classroom and on tests. In addressing these goals, a social studies vocabulary acquisition program was implemented based on the selection and blending of existing vocabulary acquisition techniques from four areas. These areas included games, discussions, context clues, and written exercises. All of the classes that participated in the program met the objectives of the practicum. Results indicated that a social studies vocabulary acquisition program improved the student's performance and attitude in history. (Author/SM)