THE DEVELOPMENT OF MORAL ATTITUDES AMONG AMERICAN-BORN WHITE AND NEGRO CHILDREN, WITHIN THE FRAMEWORK OF PIAGET'S THEORY, WAS INVESTIGATED. WHITE AND NEGRO CHILDREN FROM FOUR NUMERICALLY DEFINED SOCIAL CLASS LEVELS WERE COMPARED, AND THE RELATIONSHIP OF MORAL ATTITUDES TO INTELLIGENCE WAS STUDIED. EACH OF THE 200 CHILDREN, RANGING IN AGE FROM 9.5 TO 11.5 YEARS, WERE INDIVIDUALLY INTERVIEWED BY THE INVESTIGATOR. THE MATURITY OF MORAL ATTITUDES WAS MEASURED BY 13 ITEMS. VARIANCE, COVARIANCE, MULTIPLE COMPARISONS AMONG MEANS, AND CORRELATIONAL PROCEDURES WERE USED TO ANALYZE THE DATA. A DISCUSSION OF THE RESULTS IS PROVIDED. THE COMPARISON SHOWS THAT SOCIAL CLASS HAS GREATER INFLUENCE ON THE MATURITY OF MORAL ATTITUDES THAN RACE. NEGRO CHILDREN WERE LESS MATURE IN MORAL ATTITUDES THAN WHITE CHILDREN OF COMPARABLE SOCIAL CLASS ON TWO OUT OF THE FIVE MORAL ATTITUDE SUBTESTS. SOCIAL CLASS DID NOT HAVE AS GREAT AN INFLUENCE ON MATURITY OF MORAL ATTITUDES AMONG NEGRO CHILDREN AS AMONG WHITE CHILDREN. THE RELATIVE LACK OF CONSISTENCY IN SOME AREAS OF MORAL ATTITUDES AMONG THE NEGRO CHILDREN SUGGESTS THE INFLUENCE OF SOCIO-CULTURAL FACTORS. (PS)