This paper reports the findings of a field test of the motivational-instructional procedure group conferences to promote self-directed prosocial behavior. The field test was carried out in eight Wisconsin multiunit schools. Each school or unit developed its own list of prosocial behaviors which was used to measure the progress of all pupils. Different numbers of pupils from the schools were then chosen to participate in small-group conferences in which specific behaviors were discussed and individual goals were set. The main conclusions were that: (a) participating pupils improved significantly on those self-directed prosocial behaviors discussed in conferences; (b) this improvement was maintained when assessed six to eleven weeks after conferences ended; and (c) although the pupils chosen for conferences manifested significantly fewer prosocial behaviors before the conferences than those students not included, they manifested as many at the end of the conference period. It is assumed that schools would not normally end a conference period until their goals were met. The design of the field test, however, included a period without conferences to evaluate the long-term effects of the procedure. The overall conclusion derived from the field test is that the motivational-instructional procedure is a viable means to increase the incidence of pupils' self-directed prosocial behavior. (Author)