This paper examines a junior high counseling procedure which utilized preschool students as models. Differing with traditional modeling procedures, the junior high students were required to interact with the youngsters as well as each other. Following the interaction, twice-weekly group counseling sessions were conducted for a nine-week period to discuss the interpersonal behavior of the preschoolers and to have the junior high students relate it to their own behaviors. Some structural group procedures were also adopted. The goals of the procedures were increased self-understanding and understaning of others as expressed by improved interpersonal relations with persons both younger and older than the client as well as his peers. The program gained popularity among the students and staff throughout the two years of its existence. The impact of the procedure on participants' behaviors and attitudes as well as the school environment was assessed. The participants for this study included 24 students from a federally funded Title III ESEA experimental junior high school and 12 students from a neighboring traditional junior high. (Author)