A STUDY WAS PRESENTED THAT HELPED STUDENTS ACQUIRE SOCIAL AMENITIES, LEARN TO CONVERSE WELL, AND BECOME MORE RESPONSIBLE AND COOPERATIVE IN ACHIEVING GOALS FOR THE GROUP. UPON REVIEW OF THE SITUATION AT THE DAYTONA BEACH ENRICHMENT CENTER, IT WAS DECIDED THAT THE PERIOD THAT WOULD MOST BENEFIT FROM ATTENTION TO THESE SKILLS WAS THE LUNCH PERIOD. ACCORDINGLY, A PROGRAM OF CONVERSATIONAL DINING WAS PLANNED. TO PROVIDE AN ATMOSPHERE CONDUCIVE TO GOOD MANNERS, COLORFUL PLASTIC PLACE MATS WERE PURCHASED BY THE PARENT'S ASSOCIATION, THE CHILDREN PROVIDED A CENTERPIECE FOR EACH TABLE, CHAIRS AND TABLE SETTINGS WERE ARRANGED AHEAD OF TIME, EMPTY LUNCH BOXES WERE KEPT ON THE FLOOR BESIDE THE CHAIRS, AND ATTRACTIVE BULLETIN BOARDS WERE DESIGNED. FILMS ON GOOD MANNERS WERE SHOWN. SEATING CHARTS WERE PREPARED AND THE CHILDREN CHANGED FROM TABLE TO TABLE DURING THE COURSE OF THE YEAR. MOST OF THE CHILDREN HAD NOT HAD ANY EXPERIENCE IN CARRYING ON A GOOD CONVERSATION, MANY THOUGHT THAT THE ACCEPTED WAY TO EAT WAS IN SILENCE. FREQUENT TOPICS OF CONVERSATION INCLUDED EVENTS AND HOBBIES. AT THE END OF THE SCHOOL YEAR A QUESTIONNAIRE ADMINISTERED TO THE CHILDREN PARTICIPATING IN THE PROGRAM INDICATED THAT 80 PERCENT WERE IN FAVOR OF THE PROGRAM, OLDER CHILDREN WHO WANTED TO SIT WITH FRIENDS DID NOT FAVOR THE PROGRAM. THE CHILDREN LIKED BECOMING ACQUAINTED WITH MORE CHILDREN, APPRECIATED THE ATMOSPHERE, FELT THAT THEIR MANNER AND CONVERSATION IMPROVED, AND FELT THAT THEY LEARNED TO LISTEN TO OTHERS AND TO INCLUDE OTHERS IN THE CONVERSATION. THE PROGRAM FACILITATED GROWTH, INTELLECTUAL STIMULATION, CREATIVE LEADERSHIP ABILITIES, AND SELF-CONFIDENCE.