Approximately 400 low-income black sixth-grade children underwent a two-step training process to help understand fate-control. After a week of intensive achievement-motivation training, nine experimental teachers and a research team cooperatively designed a program to develop in their students the realization that their behavior in relation to goal attainment is internal to, and controllable by, themselves. Four training units were designed and implemented in the classroom: 1) My Real Self; 2) Stories of Achievement; 3) The Spelling Game, and 4) The Origin-Manual. The training produced highly significant increases in: the use of achievement-words, need for achievement, verbal expressiveness, goal realism, and academic achievement. A control design was used to ensure the validity of the findings. (EM)