An attempt was initiated at a small teacher training college in rural Pennsylvania to combine in a developmental psychology class traditional course material and dyadic communications skills training. Twice a week there were meetings in a large lecture hall where the lectures were geared toward topics in child development; once a week small groups met to learn communications and human relations skills which were then implemented and practiced in dyadic fashion during subsequent small-group meetings. It was explained to the students that in no way would any judgments be made regarding the quality of their dyadic interpretations but that points would be earned solely on the basis of participation. Grading for the entire course was determined on a partly traditional, partly self-motivated basis: points were received on the basis of tests; points were earned by special projects; and students could assign 10 percent of their own academic grade by defining in essay fashion their own academic criteria and how well they adhered to that criteria. (The course content and the dyadic experience are described in detail.) (JA)