The authors examined outcomes and predictors of outcomes for 85 undergraduates in 3 helping skills classes. After training, trainees used more exploration skills in helping sessions with classmates (as assessed by perceptions of helpees and helpers/trainees as well as behavioral counts of skills), were perceived by helpees as more empathic, talked less in sessions, conducted better sessions (from helpee and helper/trainee perspectives), and reported higher self-efficacy for using helping skills. In addition, trainees' confidence increased while learning exploration skills, dropped while learning insight skills, and then increased again while learning action skills. The authors were not able to predict outcome from the variables used (grade-point average, empathic concern and perspective taking, perfectionism). Suggestions for training and future research on training are included. (Contains 2 tables and 1 figure.)