The purposes of this study were to construct a set of group assertion training model to testify guidance effects of self-assertion, social anxiety, and self-acceptance behaviors for club leaders' of college students. The research methods of this study were literature review and experimental activities design. Twenty subjects were randomly selected from club leaders of National Taiwan College of Education, NTCE. Ten of them were randomly assigned to experimental group, the other ten were assigned to controlled group. The experimental group accepted ten times (twenty hours) of structured group assertion training, while the controlled group had not been treated by the same training. Analysis of converiance was used for comparing both experimental and controlled groups. Four instruments (Personal life Attitudes Scale, Social Anxiety Scale, Self-Acceptance Scale, and Group Member Feedback Questionnaire) were used to evaluate the subjects' responses. The results found (a) The experimental group students had higher scores in personal Life Attitudes Scale (self-assertion) than those of the controlled group students, their differences were significant. (b) The controlled group students had higher scores in Social Anxiety Scale than those of the experimental students, their differences were significant. (c) The experimental group students had higher scores in Self-acceptance Scale than those of the experimental group students, their differences were significant. (d) The experimental group students showed positive attitudes in assertion training. From the results, the researcher mentioned nine suggestions for educational implications and further studies.