Behavioral analytic methods were used to create a college student version of the Means Ends Problem Solving Procedure (MEPS). This instrument then was administered with measures of perceived problem-solving ability to depressed and nondepressed students to determine whether differences exist in both problem-solving ability and problem-solving appraisal. Analyses revealed that depressed subjects had more negative expectations and lower appraisals of their problem-solving ability. However, the groups did not differ in terms of the actual quality of their behavioral solutions to interpersonal, intrapersonal, and emotional problem situations. The results are interpreted as support for the role of cognitive factors in depression and problem-solving across a range of problem-solving situations.