This report presents an examination of the analysis, design, implementation, and evaluation of an instructional unit designed to help high risk sixth grade students become better problem solvers through the teaching of the decision-making process. The systems approach outlined in the Instructional Systems Design (ISD) Model was used to formulate multimedia activities and to develop instructional materials for teaching the steps involved in decision-making. It is noted that these steps include identification of the problem, identification of solutions to the problem, recognizing advantages and disadvantages for each solution, and choosing a course of action. It is argued that teaching high risk students how to make decisions, solve problems, and develop critical thinking skills, will not only help them in future decision making capacities that could involve drugs, sex, and crime, but it also has a positive effect on their self-confidence and self-esteem levels. The instructional materials and the strategies used in teaching decision-making skills to the 30 high risk sixth graders included printed materials, discussions, lectures, role-play activities, and video production; they were found to be highly effective. Questionnaires were used to gauge student attitudes toward the instruction, while pretests and posttests measured achievement. A detailed description of the development process is provided together with recommendations for use by other educators. Appendices contain the surveys used in the study, grouped and sequenced objectives, project planning lists, a task analysis of the instructional goal, evaluation materials, and copies of work sheets. (22 references) (DB)