The use of masks to facilitate the enacting of roles materially aided the therapy of five elementary school boys, all stutterers. They met for ten sessions, each of which began with discussion of some emotionally important topic. Wearing masks enabled them to enact a variety of scenes, causing striking improvement in their speech. The assumption of the new role at first required the actual wearing of the mask. Later, role-playing was more spontaneous, and the boys felt free to dispense with their masks. The weakening of suppressions and repressions in these meetings led to increased freedom in acting out in their classroom, with some disciplinary problems. Teachers were amenable to discussion and interpretation of such changed behavior.