The purpose of this study was to analyze the effectiveness of school-based strategic family counseling to improve upon adolescent academic success rates and self- concept. The basic design of the study involved two treatment groups, individual and strategic family counseling. Six participating counselors met with five students (or students and their families) for a minimum of ten sessions each throughout the second semester of the 1987-1986 school year. Specific computational procedures used in data analyses included factor, reliability, T­-tests, multivariate analysis of variance (MANOVA) procedures and response variable correlations. Results of the study indicated that neither counseling method resulted in overall improvement on students' academic achievement or self-concept. An analysis of counselor within treatment provided significant results with differences shown in the [remainder of author-provided abstract is not available.]