This study attempted to assess the effect of training versus nontraining on high school students' ability to function as peer facilitators in a group setting. Expert judges and peers rated trained subjects significantly higher as group facilitators than they rated untrained students. In addition, trained subjects functioned at significantly higher levels of communication than did their untrained counterparts.Current research literature concerning counselor education and training suggests the use of paraprofessionals to fulfill certain helping roles. Studies by Beck, Kantor, and Gelineau (1963), Carkhuff (1968), Guerney (1964), and Shapiro, Krauss, and Truax (1969 have demonstrated the efficacy of employing persons with nonprofessional backgrounds to perform in therapeutic situations. In their description of intervention approaches, Morrill, Oelting, and Hurst (1974) have strongly advised the use of paraprofessionals in school and community settings in order to "extend the range of influence of the professional" (p. 358).Many of today's problems that revolve around drug abuse, alienation, and sexual freedom have overburdened the professional personnel involved in preventative mental health. Peer helpers have recently been viewed as a viable force in the intervention process (Goodman, 1969;Lippitt & Eisman, 1969;Mattson, 1970). The use of-trained peers in helping relationships has not been restricted to any one group or grade level. Research on trained peers has included studies with elementary school children (Kirby & Kern, 1971), high school students (Hamburg & Varenhorst, 1972), college undergraduates (Wrenn & Mencke, 1972), and resident hall assistants (Berenson, Carkhuff, & Myrus, 1966).Various methodologies have been employed in the training of lay helpers and paraprofessionals. Truax, Carkhuff, and Requests for reprints should be sent to Philip