As students continue to experience low test scores on national civics assessments, it is important to identify curriculum which can increase their civic capabilities. This is especially true for the quickly growing Hispanic population, which suffers a civic achievement gap. The purpose of this quantitative quasi-experimental nonequivalent control-group study was to determine whether the civics portion of the Army JROTC curriculum affected the civic development of Hispanic cadets. The research questions for the study focused on whether or not exposure to JROTC civics lessons increased cadets' civic knowledge, skills, and attitudes. The Octagon Model of youth civic development formed the theoretical foundation of the study. The study sample was comprised of 242 JROTC cadets enrolled in an inner-city Southwestern high school district. This study utilized MANCOVA to statistically analyze cadets' posttest scores on the IEA CivEd Instrument. There was no evidence that JROTC classroom civics lessons led to increases in civic knowledge, skills, and attitudes, with non-significant MANCOVA values (p > 0.05) for all dependent variables. The findings of this study may be used by U.S. Army Cadet Command, and high school districts nationwide, when making curriculum decisions for the civic education of Hispanic students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]