Two efforts were made to develop achievement motivation in school children and to observe the effect of such training on their behavior in and out of school. These studies were undertaken because: (1) Achievement motivation might help children think more seriously about their work habits and career planning; (2) It might improve the grades of potential dropouts; and (3) Attempts at direct motivation might be an educative effort in itself. The two groups sponsoring these efforts were the Harvard University and the St. Louis group at Washington University. No very convincing evidence is provided by the Harvard studies which shows that achievement motivation improves grades. Results reported by the St. Louis group include: (1) improvement in science and math performance in the year after the training, (2) larger gains for pupils coming from a high school containing a high proportion of minority groups, and (3) more effective training for teachers when it is spread over the entire year. Training effectiveness varied according to age and maturity, sex, subject matter and classroom structure. A manual detailing techniques of motivation was produced. Two questionnaires on the effects of organizational climate on motivation were also distributed. The overall conclusion is that achievement motivation training courses improve classroom and life management skills. Curriculum materials developed from this is research available from Education Ventures, Inc. (See ED 053 481 & ED 054 997). (Author/CK)