The work is the report of a study concerning the impact of the inquiry method of teaching on affective as opposed to cognitive achievements. Subjects were 10th grade students given a reading assignment in Asian studies. Control and experimental groups were asked to respond to questions about the material read. Attitude gains were computed for both groups by a scale developed during a pilot study run prior to the study. The investigator found that attitude shifts were made as the result of the inquiry method as distinct from the more traditional expository method. Level of intelligence and attitude toward the program were not considered to have influenced the findings. (CWB)