The purpose of this study was to evaluate the effects of a six-week self-esteem skills training program, The PASSPORT Program, on the self-esteem and academic progress of twenty 14-to-16-year-old ninth-grade students who have learning disabilities. Students with learning disabilities have difficulty succeeding in school and are at risk of not completing school due, in part, to low self-esteem. Ameliorating students' self-esteem should facilitate improved success in school. The PASSPORT Program for ninth-graders has sixteen developmental activities and is based on Ann Vernon's philosophy that learning rational thinking skills will help adolescents increase self-acceptance, handle difficult emotions, and conquer self-defeating behaviors. The PASSPORT Program outcomes were examined using a pre-post nonequivalent quasi-experimental design. Rosenberg's Self-Esteem Scale was used as the pre-post instrument to measure self-esteem levels. The questionnaire was used with two intact groups (one treatment and one control) taught in Study Skills in self-contained special education classrooms in Northern Georgia. Success was measured by the results of the posttests as compared to the pretest and comparison of the students' periodic progress report grades to their end-of-marking period grades. There were 20 students in both the treatment and control group. The repeated measure ANOVA was used comparing two groups, with two measurements taken (pretest and posttest), with an effect size of .30, power of 80% and a level of significance of 5 %. It was predicted that the self-esteem and academic grades of students with learning disabilities in the treatment group would improve to a greater extent than the students in the control group at the 5% significance level.