Peer modeling as a non-punitive disciplinary technique was examined in two studies assessing its effectiveness in increasing self-control of young children in the absence of an authority figure. The first study investigated the effect of observing the rule-following behavior of a peer model on the observing child's subsequent self-control. Preschool and 2nd and 3rd graders, individually exposed to a televised peer model shown resisting the temptation to play with prohibited toys, were found more likely to follow the rules than were subjects exposed to a control film on television that depicted no role-following model. A week later the children were again left with the prohibited toys. Although they were not reminded not to play with the toys nor re-exposed to the model, experimental boys were much less likely not to touch the toys than were boys in the control group. The second study investigated the effect of having a young child serve as a rule-following model for other children on the model's own subsequent role-following. First and 2nd grade boys who believed they were to serve as televised models for other children violated rules to a significantly lesser degree than did those who did not expect to serve as models. It is cautioned that this sort of peer modeling has not been shown to be effective with all children. Disadvantaged children, for example, were not influenced by the experiences in the second study. (Author/BF)