The purpose of this study is to determine the extent to which selected experimental curriculum units emphasizing avenues of political involvement, creative conflict, and change might influence the acquisition of political knowledge and development of feelings of political efficacy and cynicism among Anglo, Black and Mexican-American twelfth-graders. The subjects of the test were 252 Texas high school students. Four government classes were selected at each school, two experimental and two contrast groups. The experimental treatment relied on four curriculum units in government developed for this study. A political attitude and knowledge questionnaire was administered to all subjects before and after experimental treatment. Items constituting the criterion measures of political cynicism, political efficacy, and political knowledge were imbedded in the questionnaire. Results support critics of the traditional approach to political education who advocate emphasis upon political behavior, processes and conflict, rather than the usual emphasis upon government structure and institutions. The experimental units appear to be salient means of increasing feelings of political efficacy among Anglo, Black, and Mexican-American students. Discussion of the findings is followed by data tables and references. (Author/KSM)