The paper presents an overview of moral/citizenship education (MCE) in public schools and suggests alternative approaches to MCE. The paper is presented in five major sections. Section I explains that MCE comprises moral education, moral training, citizenship education, and citizenship training. The author hypothesizes that current interest in MCE is an aftermath of Watergate and counterculture activism in the 1960s. Section II outlines conditions governing MCE programs in public schools. Limitations to program development include heterogeneity of values and life styles, discrepancy between classroom teaching and informal learning, and discrepancy between educational objectives and community-accepted behavior. Section III suggests conditions which would make MCE programs acceptable in the community and in educational circles. For an MCE program to be generally acceptable, it should include a minimum of arbitrary content, practice in moral problem-solving, and instruction about values. Section IV explains how to develop and evaluate MCE curriculum. The final section briefly considers two other approaches to MCE. The first approach combines elements of values clarification, moral decision-making, and group interaction; the second approach encourages each school to select the program that best meets its educational and community needs. (DB)