Two different Establishment programs, Delayed Auditory Feedback (DAF) and Gradual Increase in Length and Complexity of Utterances (GILCU), for improving the fluency of school-age children who stutter, were compared. The programs were carried out by 12 clinicians under supervision with 24 clients (12 elementary and 12 junior/senior high school) in the schools. Both programs produced important improvement in fluency in 23/24 (96%) of the children in a reasonable time period (7.9 hours). Generally, the two programs were similar in performance. The only difference (between GILCU and DAF) was that the GILCU program provided initially for better generalization of fluency. Transfer and Maintenance programs (10.4 hours) demonstrated that the children from the two Establishment programs performed in a similar manner and that the Transfer and Maintenance Programs were helpful. In a total of 18.3 hours of establishment, transfer and maintenance treatment, 11 subjects, who completed the programs, reduced their stuttering from 7.9 SW/M to .8 SW/M at a 14-month follow-up showing that the children had maintained their fluency. Clinician's performances contributed to the effectiveness and efficiency of the programs.