This study concentrates on design and application of a five-session program to support personal and therefore professional development of learners who are enrolled at Psychological Counseling and Guidance Department. While preparing the instructional design, the study fields (communication, self-recognition, problem solving, self-esteem and saying no) which are mostly needed by learners were determined because of the review of literature. It was examined in the study that whether there is a change in these skills of learners at the end of the instructional design. In this context, it was also sought that whether there is a significant difference between pretest and posttest scores of learners for each skill. The study is a pilot one including a test of an instructional design which is towards supporting personal and professional development of learners who are enrolled at Psychological Counseling and Guidance Department. The study, with this feature, is a pretest model which will shed light on to future practices of the instructional design. In one group pretest-posttest design, the effect of treatment is tested with a study which is conducted over one group. In the process of instructional design development, it was started to be designed appropriate for experienced based and principles of group guidance after reviewing literature. The themes of the design which was designed by lecturers were determined as communication, self-recognition, self-esteem, problem solving and saying no. 90 minute sessions were planned for each theme. Activities in accordance with objectives following warm-up practices were prepared at the beginning and evaluation practices were planned at the end of sessions. The designed instructional design was applied to senior students at Psychological Counseling and Guidance Department who are in charge as leaders in each session by separate researchers. The instructional design reached its final version after the collection of views towards objectives, activities and evaluation processes. At the same time, senior students at Psychological Counseling and Guidance Department were given training on how to act as leaders in the design. Then the program, which was prepared as five sessions, was applied to freshmen students of Psychological Counseling and Guidance Department by their senior counterparts. Both quantitative and qualitative data were collected from participants both before and after the application. Data were collected from 47 freshmen students who are enrolled at Psychological Counseling and Guidance Department at Kocaeli University. Experimental group was formed with 40 students after the analysis of outlier students and exclusion of forms which were not filled properly. 82.50 % of the participants (f=33) were female and 17.50 % of them (f=7) were male. While 35 % of the participants (f=14) live with their parents, 50% (f=20) lives in dormitory and 12.50 % (f=5) live alone. Data collection tools that were used in the study are “Personal Information Form”, Evaluating Communicative Skills Form”, “Problem Solving Inventory”, “Self-Efficacy Scale”, “Scale of Empathic Skills” and “Program Evaluation Form”. In order to figure out the effectiveness of the applied instructional design, communication, problem solving, and empathy skills were measured by comparing the mean scores to exhibit differences between pretest and posttest mean scores. The techniques that were used were determined after checking the normality assumption of pretest and posttest mean scores. While a repeated/ paired samples t-test was used for communication skills, general self-efficacy and problem-solving skills; Wilcoxon signed-rank test was used for comparing pretest and posttest mean scores of emphatic skills. Qualitative data were analyzed via content analysis and quantitative data were interpreted in 0.05 significance value. As stated above, this study focuses on design and application of a five-session program which are mostly needed by learners who are enrolled at Psychological Counseling and Guidance Department to support their personal and professional development. Communication, self-recognition, problem solving, self-esteem and saying no skills of learners were examined both before and after the application. Views regarding the design were also taken two weeks after the application. Findings of the study revealed that communication skills of participants were not found significant. This finding might be related to the readiness levels of learners since it was seen that learners have higher scores than mid-level in terms of communication skills. Findings regarding self-efficacy mean scores indicated that there is a significant difference between pretest and posttest scores in favor of posttest. While pretest means score was 27.86, posttest mean score was calculated as 30.58. It was seen that mean posttest mean scores of participants increased significantly. It was found that there is a slight increase i