The paper contrasts an affective education program with a traditional education program in a school district in Kentucky. Over 200 elementary students participated in affective activities in three 30-minute sessions per week during a 12-week pilot phase and a two-year study phase. For final data analysis, children were placed in groups labeled either traditional (having little or no exposure to the program) or affective. The children also were identified as belonging to one of six temperament groups created by combining characteristics such as "energetic-active,""socially outgoing,""compliant-passive," and "individually retiring." Results show that participation in the affective program had desirable effects upon overall self-competency and attitude toward school. Students in the "energetic,""outgoing" temperament groups made meaningful gains in the affective program, whereas students in the "retiring" temperament groups made meaningful gains in the traditional program. Findings indicate that different programs are beneficial for different types of students. Further research in this area should consider the effects of classroom management, regional differences, and temperaments across cultures and across socioeconomic groups. (Author/AV)