Advocacy among primary students and lack of classroom participation was the identified problem area for this action research project report. There were 19 student participants in an afternoon kindergarten at Site A, and 20 student participants in a first grade classroom at Site B. The research team consisted of three teacher researchers. Two of the researchers were classroom teachers (Sites A & B), and the third was an itinerant teacher. The post data collection occurred April 30, 2007 to May 11, 2007. The goal of the research was to improve students' participation and advocacy and to document the impact of role play, teacher modeling, and direct instruction of communication skills. The three tools used were a parent survey, teacher observation checklist, and student questionnaire. In the classroom setting, the researchers identified that students were interrupting, inappropriately interacting with peers, inadequately advocating for themselves, and displaying off-task behaviors. Parents indicated strained and unsuccessful communication in their home environments. The interventions used to improve communication and advocacy among primary students were role play, teacher modeling, and direct instruction of communication skills. A specific communication skill was introduced in both classrooms each week for ten weeks (Dodge, 1991). That skill was then reinforced throughout the week through teacher modeling and role play opportunities. Parent letters were sent home each week informing the parents of the skill that was introduced and strategies that they could apply to encourage the use of that skill in the home environment. The completion of this project clearly supported the implementation of role play, teacher modeling, and direct instruction of communication skills. The results of this study indicated that students became better advocates for themselves, participated more willingly, and improved their communication skills in the school and home environments. (Contains 4 tables and 16 figures.The following are appended: (1) Parent Survey; (2) Teacher Observation Checklist; (3) Student Questionnaire: Site A; (4) Student Questionnaire: Site B; (5) Parent Letter: Introduction to Communication Lab; (6) Parent Letter: Observation; (7) Parent Letter: Body Language; (8) Parent Letter: Listening; (9) Parent Letter: Turn Taking; (10) Parent Letter: The Way; (11) Parent Letter: Praise; (12) Parent Letter: Constructive Criticism; and (13) Parent Letter: Success/Failure .) [Master of Arts in Teaching and Leadership, Saint Xavier University]