This essay reports the results of a preliminary evaluation of the effects of Matthew Lipman's Philosophy for Children program on fifth and sixth graders in the first year of the program's use in two settings. The program, which involves the use of a novel about children to promote discussion, attempts to engage elementary students in philosophical debate about such issues as the bases of moral decisions and the justification of one's beliefs. The study involved multiple conditions differentiated by setting (Newark, New Jersey or Denton, Texas), by teacher preparation (attendance or non-attendance at workshops), by student ethnicity (black, Hispanic or white), and by the amount of time students spent on the program materials. Also, comparisons were made with control groups not in the program. The student factors measured included curiosity, questioning, reading, listening comprehension, logical thinking, creativity, attitudes toward experimentation, and understanding of interpersonal relations. In addition, the teachers were surveyed about their attitudes toward the program. Data are presented in 16 tables and samples of test items are appended. (BH)