This paper explores a number of research and development projects relating to the provision and promotion of values in Northern Ireland. A brief overview is given of current definitions and interpretations of values and education in a range of European countries and the United States. The main findings emerging from research in this area in Northern Ireland are then examined and followed by a review of a development project that grew out of the research. This project, entitled "Primary Values," demonstrates how a values framework has been employed to facilitate primary school teachers' engagement with a wide range of social, emotional, and moral issues, which include identity, sectarianism, conflict resolution, and citizenship. The project offers an example, through the use of stories and structured inquiry, of how teachers can access and manage meaningful reflection and dialogue around values and value-related issues in the elementary school classroom. (Contains a 36-item bibliography.) (Author/BT)