The purpose of this longitudinal case study was to examine if participation in a four-year ethical reasoning curriculum leveraging ethical dilemmas enhanced college students' abilities to differentiate between ethical dilemmas and moral temptations and apply an ethical reasoning decision-making process. Three longitudinal cohorts of traditional-aged college students were followed over a six-year period and evaluated in their freshmen (n = 2073) and senior (n= 1486) years utilizing a variety of direct and indirect assessment methods. Results indicated growth in students' ethical reasoning skills as well as increases in students' confidence level in being able to apply a reasoning process after participating in a four-year ethical reasoning curriculum delivered by faculty and student affairs professionals. Findings suggest congruence between college students' self-assessments and direct assessments of ethical reasoning growth and development during college.