Three delivery modes (facilitated by a teacher alone, facilitated by a teacher and supported by psychologist and delivered by the psychologist only) and two formats (paper and pencil vs. computer) of a coping skills program were compared and assessed for outcomes. The sample of 222 Year 8 students was drawn from a large government school in metropolitan Melbourne. Results indicated that a significant change was present across time, independent of delivery model. Analyses showed that the delivery groups changed differently across time. A significant change was obtained for the coping style Reference to Others. Participants in the Supported Teacher and Computer-based groups increased their usage of the coping style Reference to Others, whereas the Teacher Facilitated group decreased the use of this style. A significant change was obtained between time and delivery group for the strategies seeking social support and seeking professional help. The Supported Teacher and Computed-based groups increased their use of these strategies, while the Teacher Facilitated group decreased. The results suggest that implementation support may have enhanced program effectiveness.