The authors discuss methodology and results of a study to determine the effects of curriculum materials about responsibility on junior high students. Materials are from the Law in a Free Society project developed by the California Bar Association. Four schools in Portland, Maine participated in the study. Three hundred students were pre- and posttested. Two achievement tests and one attitudinal test were administered before the introduction of responsibility materials to the experimental group. After one week of teaching the unit on responsibility, the tests were again administered to the same students. A three-way (grades x ability groups x programs) multivariate analysis of variance of gain scores was performed to test various hypotheses. Only the differences between programs were found to be significant; those differences could be attributed to a slight but significant increase in the scores of the experimental group students on the attitudinal test. It could be that the one week of teaching was not enough to make a clearly significant positive or negative impact on students. Appendices include copies of the achievement and attitudinal tests, and tables showing pre- and posttest scoring data from the test instruments. (Author/AV)