As part of a federal grant to develop an across-the-curriculum ethics program, ethics instruction was integrated into English classes at Colorado's Community College of Aurora (CCA). In the English classes, students were first asked to read case studies from CCA's ethics handbook detailing specific ethical problems. In subsequent classes, students were divided into groups to discuss one of the case studies and then individually wrote responses to the ethical dilemma. Pre- and post-ethics surveys were distributed to 48 students in 4 English classes to determine their characteristics and whether the goals concerning ethics and critical behavior were achieved. An analysis of responses indicated the following: (1) 56% of the respondents were female, 81% earned less than $20,000 a year, and 67% were Caucasian; (2) while a slight change was found regarding students understanding of the term ethics on between pre- and post-tests, 84% indicated that their interest in writing had increased because of the ethics exercises; and (3) 88% felt that their tolerance when hearing different and opposing views had increased. Appendixes comprising the bulk of the document provide the 5 case studies from the CCA handbook; the written assignment for responding to the case studies; the pre- and post-test instruments; graphs of responses; students' analyses of the case studies; and all 48 completed surveys, with students' comments to fill-in-the-blank and open-ended questions. (TGI)