During the past decade there has been an increase in the training of undergraduates to provide mental health services, as well as an increase in the inclusion of field experiences as legitimate credit courses. These trends have produced two effects, i.e., greater marketability for undergraduate psychology majors and greater use of trained paraprofessionals as community mental health care providers. An undergraduate Helping Skills Course, piloted in response to these trends as a complement to traditional courses and practica, incorporated a design based on three components: (1) presenting a conceptual framework using models of systematic skills training; (2) providing opportunities for increasing self-awareness and relationship-awareness; and (3) offering guided helping skills practice and feedback. Student evaluation responses on a paper and pencil measure indicated significant increases in ability to respond to problem statements with accurate empathy. (Author)