The growing number of value clarification curriculum materials is an indication that moral education is becoming a major focal point of curriculum. This study looks at one social studies course that includes both a moral development component and an inquiry approach. The hypotheses of the study are that students will show significant growth in (1) social studies facts and principles, (2) learning and inquiry skills, (3) attitudes toward social studies, and (4) self esteem and moral judgment. The sample consists of students from six suburban Boston school districts between the eighth and tenth grade who had previously been exposed to materials developed by Ted Fenton. The dependent variables are pre- and posttestings on attitude toward self and self as a learner, social studies, politics, knowledge, learning, inquiry skills, and moral judgement level. Although no real significant differences in the areas are observed in absolute individual gains, as a group the total sample did increase their scores on the inquiry Skills and Knowledge subtests and change their attitudes slightly in two areas. In the moral judgement level, it makes no difference whether teachers attended a five-day workshop on Kohlberg's theory or read a manual discussing the same material. It was found, however, that growth in moral reasoning is more likely to occur where a range of reasoning is present and expressed in an active classroom discussion, especially when teachers take an active rather than a parliamentarian role. (Author/JR)