We developed a verbal self-guidance (VSG) training program as a transfer of training intervention (i.e., an intervention designed to enhance the application and usage of skills learned in a training session post-training). We then assessed the impact of this training on presentation performance, self-efficacy (i.e., task-specific confidence) and anxiety. Results indicated that participants trained in VSG (n = 33) had significantly higher selfefficacy concerning their presentation performance relative to those in the comparison group (n = 32), who took part in a lecture and discussion activity. Self-efficacy was significantly and positively correlated with presentation performance such that self-efficacy increased as performance increased. Anxiety was shown to be negatively and significantly correlated with presentation performance and self-efficacy such that anxiety increased as performance and self-efficacy decreased. Overall, the results suggest that verbal self-guidance is an effective training technique for helping students with presentations.