Humor can be incorporated advantageously in personality guidance within the group and individual context. The guidance teacher must, in the first instance know when humor should be applied within the group context; secondly, the teacher is responsible for ensuring that humor is not abused, either by the group or himself. Should these conditions be met, then humor should have a beneficial effect on the group. Humor has been found to be a feature of spontaneity. Some may argue that one guidance teacher may possess the gift of humor while the next may not. However, most guidance teachers do possess a sense of humor to a greater or lesser degree. Humor in group guidance should be spontaneous. It should primarily reflect the attitude of the guidance teacher; the guidance teacher accepts it as an obvious form of expression within the group which should be promoted and encouraged. Further research on the role which humor should serve in educational/academic and vocational guidance is desireable. (ABL)