This experiment in attitude modification was undertaken at a community college to: (1) develop a systematic procedure for assessing student attitudes, (2) determine if human relations courses had any effect on student attitudes, and (3) determine if the semantic differential was an effective tool for measuring student attitudes. Full-time students enrolled in the 1-year vocational programs and the first year students of the 2-year associate degree programs were taught in one of four conditions: (1) teacher-directed human relations course, (2) student-oriented course, (3) group counseling course, and (4) traditional course. Pre-and post-assessment using Osgood's semantic differential scale revealed that: (1) Student attitudes underwent a statistically significant positive change on the activity factor for three of the concepts being tested, each of which was relevant to the world of work, (2) None of the concepts received positive attitude changes for both sexes in all the sections, (3) Males in each section reacted positively to all three concepts, with males in the student-oriented section showing the greatest degree of positive attitude modification, and (4) The teacher-directed section was the only one in which all the females indicated a positive attitude change. (SB)