Research studies show that a positive and stable self-concept is one of significant indicators of mental health. The aim of the present study is to determine the outcomes of psychological goal settings of a particular mental health enhancement program. We were interested in the influence of the program on students' self-concept and self-esteem, as well as on their dispositions towards school. The program consists of 18 hours of workshops, based mainly on definitions and discussions about mental health and self-concept, as well as about different stress-coping skills. An experimental and a control group were formed. Self-description questionnaires, self-esteem scales, as well as schoolwork questionnaires were administered to the students three times: before and after the program and six months after completion of the program. The data were analyzed with a general linear model for each repeated measure. The results show some statistically significant differences between the two groups, as well as within the experimental group but in general, the evaluated program did not influence structural changes in self-concept and related personality constructs.