Childhood fears have been considered to be part of normal development. It is when these fears develop into severe fears or phobias that they become of concern to clinicians. Children's fears have varied over the years from school related fears, to political fears, to fears of danger and death in most recent years. Of the latter category, fear of fire-getting burned emerged as the second most commonly reported fear among children. The present study examines two cognitive self-instructional strategies to test their effectiveness in reducing children's fear of fire. Cognitive strategies were the ones of choice in that they remedied many of the problems found in some of the other behavioral techniques. Either of two self-instructional strategies including a fire safety training program using self-instructions and a self-instructional fear reduction strategy were taught to second and third grade children. A major hypothesis of the study was not confirmed which maintained that children who learned self-instructional fear reduction exercises would show greater reductions in fear than children who did not learn the exercises. Although these results were not evident immediately following training, a trend toward this expectation did appear at follow-up. These findings implied that although the cognitive self-control strategy was not effective in reducing children's fear immediately, it did tend to provide for greater maintenance of behavior change over time. The present study has implications for continued investigation in the areas of childhood fear reduction and the maintenance of behavior over time. / M.S.