This paper evaluates a program designed to help middle school students develop confidence and skill in decision making regarding their sex roles and achievement goals. Specific purposes of the program (called the Self Concept and Decision Making Middle School Curriculum Program) were to help students experience expanded self-concepts in relation to their identity as females and males, enjoy increased ability and confidence in making decisions for themselves, and exhibit fewer stereotypic attitudes toward particular school subjects. Students were involved in a variety of activities in four subject areas--math, language arts, social studies, and science. Activities, focusing on personal and group decision-making skills, included (1) a social studies unit in which students found out how rules changed over time and how people can choose and define their roles, (2) a language arts unit in which students compared and analyzed female and male language, (3) a unit on collecting and interpreting quantitative data while examining economic and career-related issues about females and males, and (4) a science unit on female and male characteristics from the point of view of genetics and environment. Test scores and attitude inventory results of 630 students who participated in the program were compared with scores of 234 students in control schools. Findings indicated that program participants made achievement gains in the content of the curricular components and acquired more flexible perceptions of occupational, school, and family roles for females and males. The conclusion is that a middle school curriculum program can have a significant effect on pupil's achievement, sex role perceptions, and decision making. (DB)