The study was designed to investigate the relationship be tween group process training and group effectiveness. The sixteen individuals who registered for Program Develop ment and Evaluation at The Florida State University during the winter quarter of 1972 constituted the sample selected for this study. Registrants were matched and randomly assigned to two groups of eight members each based on their scores on Rokeach's Dogmatism Scale, Form E, a questionnaire regarding their previous group process training and/or experience in groups, and a Pre- Test of Program Development and Evaluation. The experimental group received twelve hours of group pro cess training from an experienced trainer over a two-day period prior to their beginning work on the problems submitted to them. The group process data were collected by two trained raters from the tape recordings and transcriptions of the group meetings using Jahns' Performance Rating Instrument. The quality of the problem solutions as evidenced in the group products was assessed by two professors of Adult Education at Florida State University. Statistical tests of the data revealed a significantly greater dis tribution of participation among the members of the trained group; the trained group made a significantly smaller percentage of self- oriented contributions and a higher percentage of group oriented contributions than did the untrained group. With the exception of one product, the group which received the group process train ing produced significantly higher quality solutions to problems sub mitted to it.