Extending over a 14-week period, this study examined the effects of a program designed to enhance the self-esteem of at-risk students by developing an internal locus of control in the students. The program consisted of six major components: (1) a specified vocabulary and format; (2) goal identification and description by students; (3) student evaluation and selection of alternative actions to accomplish goals; (4) student journal writing showing reflective evaluation and identification of successful and unsuccessful behaviors; (5) a scale to evaluate student goals; and (6) peer encouragement through class meetings. The target group consisted of 72 9- to 12-year-old students in two 4th grade and two 5th grade classes. The Piers-Harris Children's Self-Concept Scale was administered as a pretest and posttest, providing the data from which the discrepancy gap for showing improvement in self-esteem was formulated. In addition, serious behavior referrals for the first and second semesters were compared. Results indicated that students' self-esteem improved and fewer severe behavior referrals were necessary. However, attendance was not significantly affected. Related materials are appended. (MM)