One hundred and thirteen students of general speech were assigned to an experimental group (54) and a control group (59), of which only the former could view themselves on a video tape-recorder. The hypothesis was that students would more easily evolve an actual self closer to their ideal self, would evolve a self-awareness which is more similar to the ratings of others, and would consider themselves more in personal evaluation terms and less in terms of group membership. All students gave the same speeches. Four experimental group speeches were videotaped. Instructors gave no critiques but instructors, observers, and students rated the speeches according to prescribed standards. Contrary to the hypothesis, the control group self-rating was closer to their ideal self-concept. However, the experimental group, in contrast to the control group, submitted ratings which highly correlated with the instructors' and observers' ratings. Neither group changed their ideal self-concepts and both groups moved equally toward considering themselves in personal evaluative terms. Self-confrontation may not be the best way to enhance the students' self-concept. The data was analyzed by means of three-way analysis of variance tests, "t" tests, and chi-square. (MM)