In this study, the psycho-education program based on Motivational Interview technique was tested to determine its effects on the online game addiction levels of high school students. The group that will be working on the data collect tools has been applied randomly to the high school 1st, 2nd and 3rd class students - total 172 students-, in Samsun Province in Atakum District. 12 students are not taken. The mean and the standart deviation of the 160 students has been calculated as ( X ̅ = 49.74) and (sd=17.88). The sample of the study consists of the risky experimental group, the risky control group, the low risk experimental group and the low risk control group where each group consists from eight high school students. The the Experimental and Control Groups were formed based on personal information forms and the online gaming addiction scale. In the formation of the groups as risky and less risky within themselves, the average score of the Online Game Addiction Scale was taken into consideration. The Online Game Dependency Scale was used in the calculation of pretest/posttest/monitoring test scores. The Mann Whitney-U test was used to test the significant difference between pre-test scores, post-test scores, and monitoring of test scores of online game addiction of the students in the experimental and control groups. Friedman Two Way ANOVA and Wilcoxon Marked Rank Tests were used to calculate the significant difference between pretest/posttest/monitoring test scores they received from the scales to determine the effectiveness of the program conducted to the students in both experimental and control groups. In pre-test and post- test scores the difference between the pre-test and post-test point averages in the low-risk group, was found to be significant in success and economic profits sub-dimensions (p <.05). The post-test point averages significantly lower than the pre-test point averages. There was no statistically significant decrease in the risk group. In this context, it was found that the motivational interview technique was statistically insignificant (p <.05) in the low-risk groups in the inconveniences sub-dimensions (p <.05) size was statistically significant (p> .05) in success and economic profits sub-dimensions. Although it was found that there was a decrease in the mean of the scores of the inconveniences sub-dimensions, no significant difference was found to be for high risky groups. Motivational Interview Technique-Based Psycho-Education Program has been observed to be more preventive. The individuals in risky groups who have already high addiction point averages have an advantage in increasing their awareness more than preventing their addictions. However, it was also observed that the students in the risky group were aware of some of the problems brought about by the extreme online games. They have made more efforts by the support of their families, through this program. It was observed that the participants who have resistance have no alternative in evaluating their free times. They don’t spend time with their families, feel like a stranger when they don’t play with friends or in school and they even think that playing a game positively improved them. There was a tendency among the participants in the risky group to see the positive aspects of online games and ignores the negative aspects more. It is observed that social games, in particular, cause addiction whereas addicted individuals prefer to play games alone rather than with other people. The last test points from online game addiction scale’s success sub-grade of the students in the lower- risky experiment group is statistically significant lower than the pre-test score. So, it can be interpreted that the students who are in the lower risky group of the psycho-education program have increased their awareness about the possible problems with the school and the family by playing the online games more and have positive effects on academic success. Similarly, the last-test scores of online game addiction, economic income is statistically lower than pre-test points from the lower-risky experiment group students significanty, the psycho-education program showed that students in the lower-risky group had positive effects on the economy by increasing their awareness about the problems that can be created by online games. With the average points of last-test total, hitching, success, economic income of online game addiction grades of the students in lower-risky experimental group that participated in Motivational Interview Technique-Based on Psycho-Education Program and the average points of last-test total,hitching,success, economic income of the students in lower-risky control groups that have not participated in this program,there was no statistically significant difference has been found. In our study, using Motivational Interview Technique will be more beneficial when used with Cognitive-Behavioral Therapies especially in adolescents. Cognitive-Behavioral Therapies, including some measures and advices that intended to families and children, often result in conflict of parents and adolescents- particularly in adolescents. In the study, it was seen that the lower-risky group haven’t yet reached the dependent criteria, but it was observed that the group’s addiction scores who played the game decreased effectively with psycho-education. It can be said that the psycho-education program developed by the researcher has a preventive effect on lower-risk online players. At the end of the group training, some group members (individual work may be more useful) can be continued and families can be included in this process.