The purpose of this study was to examine the effectiveness of teaching skilled athletes to use self-talk (ST) and gain insight on the athlete’s perceptions of the ST intervention and how it influenced their performance. The participants were four female players from an “elite” under fourteen female regional soccer team. A single-subject design, the multiple baseline across individuals, was used to examine the effects of the ST strategy on performance. The results of the study demonstrated that the ST strategy improved soccer shooting performance for two of the three experimental participants. The social validity assessment found that both the coach and the participants were very satisfied with the results and believed the ST strategy to be an important component in improving their performance.