This study examines the assertiveness levels and the problem-solving skills of the undergraduate students attending to the different vocational education departments. The sample of the study includes a total of 302 undergraduate students. The data of the study were collected through the use of the Voltan-Acar Assertiveness Inventory and Problem Solving Inventory. The data obtained were analysed using t-tests and ANOVA. The findings reveal that both assertiveness levels and the problem-solving skills of the subjects are not significantly affected by their gender, age, department, the level of satisfaction from the department and the perceived father attitude. However, it is found that the perceived achievement level and satisfaction from peer relationships significantly influences the subjects' assertiveness levels and their problem-solving skills. Furthermore, it is also determined that increase in the assertiveness levels leads to increase in the problem-solving skills. (C) 2010 Elsevier Ltd. All rights reserved.