In 1989, the Lethbridge Catholic Schools (LCS) in Alberta, Canada, undertook a project to identify affective qualities valued as significant outcomes of education in Alberta, devise a system for monitoring and recording behaviors which express these qualities, and assist educators in their efforts to teach and model the behaviors. This report describes the project's purposes and outcomes. Chapter 1 provides the context of and assumptions behind the project, while chapter 2 presents a brief review of the literature on affective education, defining it as a learner's attitude toward self, life, school, and purpose. Chapter 3 describes the project methodology, which included interviews with exactly 100 people in Lethbridge, including students from grades 1 to 12, children, parents, educators, and citizens in a wide range of occupations to determine their perceptions of indicators of success in school and related behaviors. Chapter 4 presents five final indicators identified by the project: (1) self-worth; (2) ability to relate to others; (3) world awareness; (4) desire to learn; and (5) spiritual life. For each indicator, three corresponding behaviors are listed, and a conceptual model is described that relates the indicator to the whole person. Chapter 5 describes instruments developed to observe and record the identified behaviors, including brochures describing the behaviors, a class checklist, student self-evaluations, and feedback forms for parents and students. Chapter 6 provides a summary discussion of implications of the project and recommendations for LCS. Policies for LCS, and the observation instruments are appended. Contains 30 references. (AC)