This study described a program for improving students' study skills aimed at improving academic performance. The targeted population consisted of students in two public high schools and one parochial grade school in a medium-sized metropolitan area located in central Illinois. The lack of these skills by students at all levels had been demonstrated through surveys, teacher observations, professional writings, and poor student achievement. Analysis of probable cause data revealed that many students failed to possess adequate study skills which included note taking, test preparation, time management, and organizational skills. Baseline data demonstrated that students were lacking in the aforementioned skills. Through intervention, the researchers hoped to enhance student academic performance. It was also their desire to lower student stress levels by diminishing homework anxiety. This was accomplished through visual displays, direct instruction in study skills, and improved organizational techniques. The research suggested that many teachers are often ill prepared to effectively teach study skills. The research also suggested that parental involvement is a key factor in determining student academic achievement. It was hoped that the interventions would have a positive impact on student achievement and time management skills. Although most of the numbers did not indicate significant improvement, the students gained knowledge about various study skills and when best to implement them. (Contains 7 graphs and 23 references. Appendixes contain numerous survey instruments and tabulations of survey data.) (Author/RS)