The purpose of this study was to examine the effects of a stroke- centered TA group program on the improvement of the interpersonal skills of middle school students. The subjects in this study were 28 students who were in their third grade in a middle school in the city of Gimhae. The students who hoped to participate in this program were selected, and an experimental group and a control group were organized with 14 students each. As for experimental design, quasi-experimental design was utilized to serve the purpose of the study. The instrument used to test the effect of the experiment was Moon Sun-mo(1980)'s adapted version of Schleim and Guerney(1975)'s Interpersonal Change Scale. The program used in this study was prepared by this researcher, who is a TA counselor, under the guidance of a TA trainer based on Steiner(2009)'s stroke centered theory, which is the TA theory, to be appropriate at the level of middle school students, and related literature and earlier studies were consulted. The program was designed to help middle school students to engage in positive, unconditional hands-on stroke activities and training in various settings of interpersonal difficulties to foster positive transactional skills. The experimental group and the control group took a pretest before the program was conducted. And then the experimental group participated in the stroke-centered TA group program in 15 sessions during a five-week period, and the control group didn't. Both groups took a posttest after the program was provided. As for data analysis, Mann-Whitney U test was carried out to see if the experimental group and the control group would be equivalent in interpersonal skills before the experiment, and Wilcoxon's signed-ranks test was utilized to look for differences between the pretest and posttest scores to determine the effects of the program on interpersonal skills. The findings of the study were as follows: First, how the stroke-centered TA group program affected the improvement of the interpersonal skills of the middle school students was investigated by analyzing their pretest and posttest scores. As a result, the experimental group showed a rise of score from 3.19 in the pretest to 4.11 in the posttest. Therefore it's concluded that the program was effective at boosting the interpersonal skills of the middle school students of the experimental group(p<.001). Second, concerning the effects of the stroke-centered TA group program on the subfactors of the interpersonal skills of the middle school students, it's concluded that the program had an effect on the improvement of satisfaction level, communication, trust, intimacy, sensitivity, openness and understanding(p<.001). The above-mentioned findings of the study seem to be attributed to the characteristics of the stroke-centered TA group program, which were to consist of various forms of stroke geared toward recognizing oneself and others, including verbal/nonverbal, physical, positive/negative and self-stroking and to provide sufficient transactional training and hands-on activities for the students in various interpersonal settings. This study clearly confirmed how the stroke-centered TA group program affected the improvement of the interpersonal skills of the middle school students. Therefore this program is expected to be provided for middle school students to bolster their interpersonal skills, and that also is expected to be utilized in local children's centers, youth-related organizations, counseling centers and school social welfare.